Describe steps to accurately take a pulse at rest/during exercise (DOK 1)

5.2.1.a

1) Before exercising, take right hand-two fingers (index and middle) together pressed on same side of windpipe (carotid), or over the tendon in your wrist (radial) to feel your pulse

2) Count your heartbeats (pulse) while timing for 15 seconds

3) Multiply that # by 4 to get beats-per-minute (b.p.m.)

4) Repeat this procedure after you exercise to compare heart rates before and after exercise

Develop and describe three short-term and three long-term fitness goals (DOK 1-3).  Goals should follow the SMART & FITT principle:

5.2.1.b

     S=specific                                                       F=frequency

            M=measurable                                               I=intensity

            A=attainable                                                  T=type

            R=relevant                                                     T=time

            T=time appropriate

Short-term Fitness Goals

        1) Participate in Running and Walking Club this fall to accumulate 20 miles this fall

        2) Start each day with 10 pushups and increase by 1 each week

        3) To build calf strength and increase vertical jump, complete 100 single-legged hops on each foot every other day for three weeks

Long-term Fitness Goals

        1) Successfully finish a 10k Community Run by next summer under a 9-minute-mile time

2) Starting with a current 8-minute-mile time, be able to run a 7-minute-mile time within 3-6 months

        3) Cycle the whole length of the Spring Creek trail that runs through Fort Collins

Short-term Skills Goals

        1) Increase accuracy, scoring 6 out of 10 goals, by kicking a soccer ball "on the shoelaces", toe down, and non-kicking foot placed next to the ball in game play

        2) Learn and practice correct serve, bump, set, and spike forms (see rubric) with at least a half hour practice per week for the 3 remaining months before volleyball season/unit 

3) Learn and practice correct football throwing form with good speed and accuracy

        Long-term Skills Goals

        1) Build forearm and upper body strength in order to progress from a 5.6 rock climbing scale level climber to a 5.7 within 3 months

2) Serve, bump, set, and spike well enough to try out successfully for the volleyball team

3) Throw football quickly and accurately in varying conditions to try out for quarterback

Correctly differentiate the body’s response to physical activities of various exercise intensities (DOK 1-3) 

 5.2.1.c

Record and analyze food consumption for one day, and make a plan to replace foods with healthier choices (DOK 1-3)

5.2.1.d

Explain why dehydration impairs temperature regulation and physical and mental performance (DOK 1-3)

5.2.1.e

-Perspiration is body’s method of cooling and, because this depletes the body’s water, this requires hydration.

-Neurological research has shown clear decreases in physical, visual/motor, psychomotor, and cognitive performance can occur due to water restriction.

Determine appropriate cardiovascular training zone (DOK 1-2)

5.2.1.f

This can be done by finding target heart rate zone. 

        1) Find your resting heart rate as soon as you wake up (RHR).

        2) Find your maximum heart rate (HRmax) and heart rate reserve.

        Subtract 220 from your age:

220–10=210 HRmax

        Subtract your RHR from your HRmax:

210-63=147 HRmaxRESERVE

3) Calculate the lower limit of your THR. Figure 60% of the RmaxRESERVE (multiply by 0.6) and add your RHR to the answer.

(147 * 0.6) + 63 = 151 lower limit THR

4) Calculate the upper limit of your THR. Figure 80% of the HRmaxRESERVE (multiply by 0.8) and add your RHR to the answer.

(147 * 0.8) + 63 = 180 upper limit THR

          5) Combine the values obtained in steps 3 and 4 and divide by

        the number 2.

(151 + 180) / 2 = 165 (You can get the same result by

simply multiplying HRmaxRESERVE by 0.65 and adding to

it RHR).

Perform flexibility exercises that will stretch particular muscle areas for given physical activities (DOK 1)

5.2.1.g

        Exercise:                            Muscle Area:

        punter kick walks                        hamstrings

        karaoke                             gluteus maximus

        high skips                           calves & quads

        arm circles                         shoulder muscles

Identify, select, and participate in activities designed to improve self-diagnosed areas for improvement in health-related fitness components (DOK 1-3)

5.2.1.h

        Muscular Strength:

        Perform push-ups to increase arm strength

        Muscular Endurance:

        Hold planks for increasing lengths of time to increase core strength

        Cardiovascular Endurance:

        Decrease mile/half mile time by practicing running laps at recess

        Flexibility:

        Stretch before and after each sport you play and/or participate in a junior yoga class at least twice a week to become more flexible

        Body Composition:

        Combinations of the above examples…

Engage in moderate to vigorous physical activity at the target heart rate for a minimum of 60 minutes per day (DOK 1-2)

5.2.1.i

        To accomplish this evidence outcome students must know the following: 

·         How to find and calculate their heart rate

·         Know if their heart rate is in his/her target heart rate zone

·         Have various activities or sports to perform in that are enjoyable

·         The daily 60 minutes can be cumulative throughout the day

Accurately identify activities that are aerobic and anaerobic (DOK 1-2)

5.2.1.j

        Aerobic: exercise bicycles, ski machines, air gliders, jogging, sports such as racquetball and hand ball, and aerobic classes that can be dancing to music or step dancing (fast movements)

        Anaerobic: weight lifting, machines that offer resistance, dumbbells

Determine the intensity of personal physical activity using perceived exertion (DOK 1-3)

5.2.1.k

To accomplish this evidence outcome students must:

·         Perform activities at different intensities

·         Recognize when their heart beats faster (It’s a good thing!!)

·         Recognize that perspiration is a sign of increased exertion (It’s a good thing!!)

·         Out of breath (It’s a good thing!!)

·         Also, have students notice transition from initial fatigue when beginning to exercise, to "second wind" with improved mood and perceived energy and stamina resulting from endorphin flow