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Personal Fitness LP #1
Teacher:
Grade Level:
Number of Students:
Lesson Number w/in Unit:
Time Frame of Class:
Central Lesson Focus:
Measurable Student
Learning Objective(s):

Literacy Objective:

Kyle Grote
Ninth grade physical education
44
1
55 minutes
Concept of circuits: Building an understanding of exercises that can be performed at home.
P: Given demonstration and proper instruction, the ninth grade physical education students will be able to perform
all exercises within the circuit without error.
C: Given information on different exercises, the ninth grade physical education students will be able to correctly
recite at least two different exercises that can be performed in a circuit at home without error.
A: Given proper demonstration, the ninth grade physical education students will be able to demonstrate positive teamwork
by using words of encouragement to their classmates at least four times during the resistance training exercise.
Students will be able to verbally explain a type of resistance training and correctly describe at least one purpose for using
that form.

NASPE/MN Standards:

S1.H3 (S1) The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. (H3)
Demonstrates competency in 1 or more specialized skills in health-related fitness activities.
S2.H1 (S1) The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and
performance. (H1) Applies the terminology associated with exercise and participation in selected individual-performance activities, dance,
net/wall games, target games, aquatics and/or outdoor pursuits appropriately.
S3.H7 (S3) The physically literate individual demonstrates the knowledge and skills to achieve a health-enhancing level of physical
activity and fitness. (H7) Demonstrates appropriate technique in resistance-training machines and free weights.

Source Citation:

Couturier, L., Chepko, S., & Holt/Hale, S. (2014). High School-Level Outcomes (Grades 9-12). In National
Standards & Grade-Level Outcomes for K-12 Physical Education (pp. 53-62). Reston, Virginia: SHAPE
America.
Free weight dumbbells, cue sheets, music, iPod, Place mats to mark different station areas

Materials & Equipment:

* Students will be respectful of classmates and all equipment.

* Students will give their best effort with every task and activity that is presented to them.
* Students will listen and not be talking while I am talking.
Time

NASPE/
MN

Activity/Instruction

Class Organization

Skill Techniques or
Components and CUES

Challenge (C)
AND
Adaptation
(A)

Warm-up

x x x x x Down
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Skills- I will be informing

them of what to focus on
while stretching.

C - Make warm-up area

longer. This will allow
for longer period of
stretching.

Cues- Good posture, knees

high, high kicks, stay in

A Provide
modifications for the

standard

10
minutes

My students will be doing a dynamic

warmup that is designed to get them
moving to loosen up their muscles. It is
used to get the muscles warm so that
injuries do not occur during the resistance
training exercise. The students will be in

Safety Risk
Management
Issues/How Addressed
Issues- Students might
collide with one another.
Addressed- Keep your
head up while stretching
and leave adequate
amount of space

Personal Fitness LP #1

10
seconds

2
minutes

10
seconds

nine single file lines doing exercises and

stretches for approximately 20 yards. The
first set of stretches will consist of high
knees on the way down and heel-to-glute
stretches on the way back. Second,
students will perform forward lunges on
the way down and backward lunges on the
way back. Third, students will perform
side lunges. Students will face the same
direction down and back to stretch both
legs effectively. The fourth set of stretches
will be the Frankenstein walk down and
back to stretch the hamstrings. To address
the stretching of arm muscles, the fifth and
sixth sets of stretches will consist of
shoulders and triceps, alternating arms
down and back.
Talk to students about the benefits of
performing a warmup before exercise.
Additionally, question the students about
risks associated without properly warming
up before exercising.

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Transition
Good job during the warm up now
let me explain what we will be
doing today.

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Introduction
Today boys and girls we will be
doing a contralateral circuit that
will involve using many different
muscles. This will be a light
weight circuit that will be high
tempo. I want you to give
POSITIVE words of
encouragement at least four times
throughout the circuit. Examples
of positive words of
encouragement are Keep going,
you can do it! or great job
during your lunge, you were able
to get a deep knee bend!
Transition
Now that you know the central
focus of the lesson, I will proceed
to explain to you the various
exercises and the rotation

control.

various exercises and

stretches
Examples: Increase the
length of the lunge step
to maximize stretching
in the quadriceps and
hip-flexor, but reduce
the depth of the lunge if
students are incapable.
I can also adapt to static
stretching instead of
dynamic.

between yourself and

others.
Stay in single file line.

Skills- My tone of voice will

make students excited to hear
about what they will be
working on.

C - Ask the students

what they think they
will be working on.

Issues- students might become

distracted and start talking to
other classmates about
possible activities.

x x x x x
Back x x x x x
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Cues- Good job, first we will

be doing

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Addressed- remind the

students that it is important to
listen so they understand what
they will be doing.

Skills- I will be clear and fast to

allow the students to get into their
workout. Getting through the
introduction quickly is an
accommodation for my five students
who have an IEP for ADHD/ADD. I
will also check for understanding so
all students understand what they will
be doing.
Cues- light weight, high tempo

Question the students

to name a few
different muscles they
think that they will
exercise during the
circuit.

Issues- students might not

listen to my introduction
which could possibly endanger
other students during the
lesson.
Addressed- I will check for
understanding and ask
students to repeat what I just
said or what I am asking them
to do.

Skills- Voice inflection will

keep students attention

A Place students at
a station before
demonstrating each
station

Issue: Students will lose

focus because during
explanation of the topic
for the day.
Addressed: remind

Cues: Central focus, rotation

Personal Fitness LP #1
everyone will move in.
3
minutes

1, 2

Instruction for Concept #1

This circuit will consist of 14 stations.
Each station has a cue sheet that shows
you what exercise you need to perform.
You will be doing the exercise for 15
seconds and then have 15 seconds to rest
and get to your next station. The exercise
will start and end with a beep. You will be
rotating clockwise when each station is
complete. I have drawn a map on the
whiteboard which will help you orientate
yourself and to illustrate what it means to
move clockwise in relation to circuit
training. This workout will last for 7
minutes. We will complete four full
rotations. Entire workout = 28 minutes

10
seconds

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Transition
Get ready. The exercise will start
when you hear the first beep.

1, 2, 3

10
seconds

Transition
Exercise is complete. Now
everybody come meet over here

x
x

x
x

Skills- I will explain the

harder exercises that some
students may not be familiar
with.
Cues- 15 seconds on, 15
seconds off, clockwise, beep.

Skills- voice will be loud and

clear so the students
understand where to go and
when to begin.

C I can ask students

if they have any idea
of a few exercises
they may be
performing shortly
A I can tell students
some types of
exercises that students
will be performing
shortly

C - Challenge the
students to get in ready
position so they can
begin their assigned
exercise when the beep
sounds.
A Count down to the
start of the exercise
321 Go!

Cues- get ready, start, beep.

Skills- I will walk around

reminding students to focus
on keeping good posture and
form throughout their
exercise. Providing feedback
will allow the students to
focus on what they need to
work on for their upcoming
stations.
Cues- proper form (knees
bent, head up, extend arm/leg
all the way)

C Provide
challenges for each
station
Examples: Diamond
pushups, wide pushups Focus on
extension on each
repetition provide
light weights for lifts
such as lunges.

Skills- I will be informing the

students what they will be
doing next.

C Have students
sprint in to the
designated meeting

Practice Task #1 for Concept #1

4 complete rotations of all 14 exercises
The first station will be a left foot forward
lunge with double arm extension at
bottom. The second station will be a right
foot forward lunge with double arm
extension at bottom. The third station will
be a left leg RDL. The fourth station will
be right leg RDL. The fifth station will be
push-ups. The sixth station will be situps/crunches. The seventh station will be
right leg reverse lunge with double arm
extension at bottom. The eighth station
will be left leg reverse lunge with double
arm extension at bottom. The ninth station
will be body weight squats. The tenth
station will be left side plank. The eleventh
station will be right side plank. The twelfth
station will be double arm overhead press.
The thirteenth station will be double arm
overhead triceps extension. Lastly, the
fourteenth station will be squat jumps.

28
minutes

x
x

x
x

x
x

A Allow knee to be
on floor while
completing planks
Modify the arm
extension Reduce
the depth of the knee
bend for lunges

students that they will

get into activity quickly
Issues- students might
be scared to admit they
dont know what they
are supposed to be
doing.
Addressed- I will have
a demonstration on how
to perform each exercise
to allow students to
understand what they
need to be doing.

Issues- students might

not be ready to start the
exercise.
Addressed- I will make
sure all students are in
ready position before
sounding the initial
beep.
Issues- the students
might not have enough
room to comfortably
complete each exercise.
Students might put too
much stress on muscles
that havent been
exercised in a while.
Addressed- I will check
before starting the
exercise that each
student has enough
space to complete their
task.

Issues- students might

be too excited to want to
sit and discuss the

Personal Fitness LP #1
for a cool down stretch.

7
minutes

1, 2

Cool Down
Stretch that will be focus on all
the muscles used in the resistance
training. Lower body stretching
along with upper body stretching.
Arms over head/across chest,
hamstrings, quadriceps, and
glutes.

x
x

4
minutes

Transition
Now lets discuss some of the
things we worked on today.

Closure
Who can tell me some important
things to focus on while doing a
forward or reverse lunge?
What is something unique about all
these exercises? Answer: All
exercises can be done at home and in
limited workout space. Why is it
important to have enough self-space
when doing resistance training?

Literacy: How was this met?

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x

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x

x
x

Skills- I will have the

students stretch the muscles
that they used during the
contralateral circuit.
Cues- arms over head,
quadriceps, glutes, and
hamstrings.

C Encourage students
to reach a little farther
on their stretch to
maximize the stretch.
A Allow students to
stretch the muscles that
they feel need to be
stretched Make sure
that students are
stretching the whole
time though

Issues- students might not

be interested in the cool
down stretch. (think it is
boring)
Addressed- I will remind
the students of the
importance to lower the
heart rate and to stretch out
the tight muscles to prevent
injury.

Skills- focus on talking about

the entire class

C - I can ask the

students how they felt
their resistance
training lesson went.

Issues- students will want

to leave so they wont
focus on the closure.
Addressed- I will remind
students that they are close
to leaving, but they have to
focus and listen to the
closure, so we can discuss
the lesson as a class.
Issues- students might not
want to discuss what they
have learned or worked on
with the lesson.
Addressed- I will give
students hint that might
encourage them to speak
about proper form or some
things they have learned.

Cues- discuss what we

worked on today

A Have students
walk to the designated
meeting area

lesson.
Addressed- remind the
students that we will do
a cool down stretch to
allow the heart rate to
lower before discussing
the lesson.

area

x
10
seconds

Cues- meet over here, cool

down stretch.

Skills- I will question the

students to make sure they
have learned some important
things that go along with
resistance training.
Cues- self-space, proper form

A - I can pin-point
certain things that the
students did well
during their exercises.

Students will be able to verbally explain a type of resistance training and correctly describe at least one purpose for
using that form.

Informal Assessments:
Formal Assessments:

Observe

if students are using positive words of encouragement throughout the circuit. Additionally, monitor
how effectively students are using academic language pertaining to the circuit
I will be conducting a pre-test on the fundamentally correct form of the squat.

Personal Fitness LP #1