MASSAPEQUA HIGH SCHOOL PHYSICAL EDUCATION DEPARTMENT PERSONAL FITNESS COURSE INTRODUCTION The Personal Fitness Course is designed to incorporate classroom instruction and laboratory activities to reinforce cognitive concepts. The program emphasizes individual personalities and attitudes to actively involve students in the learning process. It will demonstrate that all students can be active, healthy and physically fit. The course will motivate students to understand the concepts of health related fitness and the importance of lifestyle on ones’ health and fitness and to develop an individualized fitness program. OUTCOMES 1. To give students the knowledge and desire to establish a personal health and fitness program. 2. To educate all students on the importance of staying physically active throughout their lifetime. 3. To help students realize that physical activity will increase their energy level, promote psychological well-being and improve their fitness levels and quality of life. 4. To allow students to assess and evaluate their fitness levels and lifestyle. 5. To help realize that personal fitness is individualized and they are only competing against themselves. CONTENT 1. Chapter 1 Looking Good/Feeling Good 2. Chapter 2 Components of Fitness 3. Chapter 4 Guidelines for Exercise 4. Chapter 5 Principles of Training 5. Chapter 6 Flexibility 6. Chapter 7 Cardiovascular Fitness 7. Chapter 8 Muscular Fitness 8. Chapter 9 Nutrition 9. Chapter 14 Designing Your Own Program EVALUATION 1. Notebook 2. Classroom Participation and Assignments 3. Homework 4. Unit Evaluation 5. Personal Fitness Project
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MASSAPEQUA HIGH SCHOOL PHYSICAL EDUCATION DEPARTMENT
PERSONAL FITNESS COURSE INTRODUCTION The Personal Fitness Course is designed to incorporate classroom instruction and laboratory activities to reinforce cognitive concepts. The program emphasizes individual personalities and attitudes to actively involve students in the learning process. It will demonstrate that all students can be active, healthy and physically fit. The course will motivate students to understand the concepts of health related fitness and the importance of lifestyle on ones’ health and fitness and to develop an individualized fitness program. OUTCOMES
1. To give students the knowledge and desire to establish a personal health and fitness program.
2. To educate all students on the importance of staying physically active throughout their lifetime.
3. To help students realize that physical activity will increase their energy level, promote psychological well-being and improve their fitness levels and quality of life.
4. To allow students to assess and evaluate their fitness levels and lifestyle. 5. To help realize that personal fitness is individualized and they are only competing
against themselves. CONTENT
1. Chapter 1 Looking Good/Feeling Good 2. Chapter 2 Components of Fitness 3. Chapter 4 Guidelines for Exercise 4. Chapter 5 Principles of Training 5. Chapter 6 Flexibility 6. Chapter 7 Cardiovascular Fitness 7. Chapter 8 Muscular Fitness 8. Chapter 9 Nutrition 9. Chapter 14 Designing Your Own Program
EVALUATION
1. Notebook 2. Classroom Participation and Assignments 3. Homework 4. Unit Evaluation 5. Personal Fitness Project
PERSONAL FITNESS NOTEBOOK REQUIREMENTS
Each notebook must include the following:
1. Class lecture notes and handouts for nine sections
GRADING POINTS Class lecture notes and handouts 25 Presidential Fitness Evaluation 10 Personal Fitness Project handouts 10 Organization and neatness 5
MASSAPEQUA HIGH SCHOOL PHYSICAL EDUCATION DEPARTMENT
Tenth Grade Personal Fitness Course Syllabus
Day 1-4 Introduction to Physical Education (Rules, Bus Safety, Pictures, Locks/Lockers) Day 5 Track/Fitness (2 Laps, Jog the Straight, Walk the Curves) Day 6 Track/Fitness (2 Laps, Retro Jog Straight) Day 7 Track/Fitness (2 Laps, Jog) Day 8 Track/Fitness (Partner Mile) Day 9 Track/Fitness (3 Laps, Jog Pace) Day 10 Track/Fitness (Mile Run) Day 11 Classroom Introduction (Project Cookbook, Chapter 1 Movie, Activities 1-2,1-3) Day 12 Classroom
(Primary Health Risk Factors, Benefits of Exercise, 100 Benefits, Risk Factor Check Sheet, Activity 1-5)
Day 13 Classroom (Health/Skill Related Fitness, Goal Setting) Day 14 ***Change for Activity*** (Skill Related Fitness Testing) Day 15 ***Change for Activity*** (Health Related Fitness Testing) Day 16 Test #1 (Chapter 1,2,3 Review and Test) Day 17 Classroom (Warm-up/Cool-down/Activity 4-4)
MASSAPEQUA HIGH SCHOOL PHYSICAL EDUCATION DEPARTMENT
Day 18 Classroom (Exercising in Heat/Exercising in Cold/Activity 4-3) Day 19 Classroom (Training Principles/Activity 5-2/Activity 5-3) Day 20 Test #2 (Chapter 4, 5 Review and Test) Day 21 Classroom (Flexibility Notes/Activity 6-3) Day 22 ***Change for Activity*** (Flexibility Exercises) Day 23 Test #3 (Chapter 6 Review and Test) Day 24 Classroom
Cardiovascular Notes/Activity 7-5 Day 25 ***Change for Activity***
(Cardiovascular Exercises) Day 26 Test #4 (Chapter 7 Review and Test) Day 27 Classroom (Muscle Fitness Notes/Activity 8-3) Day 28 Classroom (Muscle Fitness Notes/Activity 8-4) Day 29 -31 ***Change for Activity*** (Weight Room Workout Stations) Day 32 Classroom (Body Composition Notes/Body Fat Analysis) Day 33 Classroom (Nutrition Notes/Activity 9-3) Day 34 Computer Lab (Nutrition Lab)
MASSAPEQUA HIGH SCHOOL PHYSICAL EDUCATION DEPARTMENT
Day 35-36 Classroom (Project Design) Day 37 Classroom (PROJECT DUE/NOTEBOOK CHECK) Day 38-43 ***Change for Activity*** (Weight Room)
****Syllabus is Subject to Change****
To Obtain Personal Fitness Notes
1. Open web browser. (i.e. Internet Explorer) 2. Type http://www.msd.k12.ny.us into the address bar to go to the Massapequa
Website. 3. Scroll over departments on top menu and click on Physical Education 4. On the left side menu click on Massapequa High School Main 5. Click on 10th Grade Fitness Program 6. Click on Personal Fitness Outlines. 7. Type in the View Code given from your teacher. Mhspfcn01 (0=zero) 8. Open up the Chapter Notes, print it out, and place in your notebook.
MASSAPEQUA PUBLIC SCHOOLS Physical Education Department
PART I – HEALTH HISTORY
1. Completely fill out Activities 1-2 and 1-3 work sheets given to you in class.
2. Write a paragraph summarizing information from
1-2: a. Explain what your current health status b. Explain whether you believe you are a
healthy individual c. Explain what type of physical activities you
enjoy and how you participate in them (Team setting, pick up games, individually)
3. Write a paragraph summarizing information from
1-3: a. Include scores from each section, the overall
grand total, and what the grand total means b. Explain important points from general
lifestyle, coping skills, survival skills, and physical activities
4. Family Health
a. How is your parents health (mother/father) b. How is your grand parents health
(mother/father side) c. Are there any medical conditions in your
family that may be of concern to your future health
Application of Concepts
Activity 1-2Health and Physical Activity QuestionnaireNAME ____________________________DATE ____________CLASS ________________
PurposeTo provide information regarding current health and fitness status
ProcedureComplete the items that follow. Ask for assistance from your parents or guardians if needed.
Part I: Personal InformationSex: M ____ F ____ Height ________ Weight ________ Phone Number _____________Person to notify in case of an emergency ________________________________________Address _________________________________________ Phone Number ______________
Part II: Health Status1. Check if you have or have had any of the following:
____ a. Any type of heart disease____ b. Chest pain during exercise____ c. Convulsions, or fainting spells____ d. Diabetes____ e. Disability of feet, ankles,
knees, hips, or back____ f. Heart murmur____ g. Hernia
2. Explain any item(s) checked above. Refer to the letter of that item in the spacebelow.
Letter _______ Explanation ______________________________________________
____ h. High blood pressure____ i. Irregular heart beat____ j. Nervous or emotional problems____ k. Operations____ l. Respiratory problems____ m. Other diseases or problems
3. Are you in good health? Yes ____ No ____ If not, why not? __________________________________________________________________________________________________
PurposeTo gain a clearer picture of your habits and overall lifestyle
ProcedureHealth is more than just the absence of disease or disability. This appraisal was designed tohelp you assess your current level of Wellness and identify those behaviors that may not bein your best interest, over the long run.In the space provided by each statement, circle the response that seems best for you. Circlethe 2 for Yes or 1 for No or Not Sure. If you feel uncomfortable with any of the questions,leave them blank. If a question is not applicable (NA) to you, circle 2. After you finisheach section, add your total score.
General LifestyleYes or NA No or Not Sure
1. My weight is within 15 percent of my ideal weight. 2 12. I have no problems with my appetite. 2 13. I minimize my salt intake. 2 14. I eat at least one fresh fruit and vegetable daily. 2 15. I drink five or fewer soft drinks a week. 2 16. I eat a diet that does not require supplements. 2 17. I eat three or more small meals rather than one
or two large meals daily. 2 18. I know that fiber is important in my diet, and I
can identify sources of fiber. 2 19. I drink at least five glasses of water each day. 2 1
10. I drink fewer than seven (or none) alcoholic drinks per week. 2 1
Published with permission from “Lifestyle Appraisal,” Florida Cooperative Extension Service, Institute of Food andAgricultural Sciences (I.F.A.S.), University of Florida, Gainsville.
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11. I smoke less than one (or none) pack of cigarettes per week. 2 1
12. If smoke bothers me, I move or kindly ask others to not smoke around me. 2 1
13. I brush and floss my teeth daily. 2 114. My immunizations are up to date. 2 115. I know how to take my temperature and pulse rate. 2 116. I try to stay in tune with my body, and I get
professional help when I observe or experience unusual symptoms. 2 1
17. I usually sleep six to eight hours a night. 2 118. I check my body at least monthly for unusual lumps,
spots, or sores. 2 119. I do not take drugs casually but only as prescribed
by a doctor for a certain condition. 2 1Total
Maximum Score-38
Coping SkillsYes or NA No or Not Sure
1. I enjoy school. 2 12. I trust and value my own judgment. 2 13. When I make mistakes, I usually admit and learn
from them. 2 14. I value my own opinion, but I can appreciate the
views of others. 2 15. I can recognize and accept my feelings of being
angry, sad, happy, and frightened. 2 16. I usually know how to deal with my feelings. 2 17. I know where to get help and would do so if I
couldn’t deal with my feelings. 2 18. I can say no without feeling guilty. 2 19. I set realistic objectives for myself. 2 1
10. I can establish and maintain friendships. 2 111. I can accept responsibility for my actions. 2 112. I can set limits for myself and follow through. 2 113. I feel enthusiastic about life. 2 114. I am able to give and to receive love. 2 115. I know how to relax my body and mind without
1. I know how to do basic first-aid procedures. 2 12. I am familiar with water and boating. 2 13. I know how to swim and how to stay afloat until
rescued. 2 14. I never ride with drivers who drink or use drugs
while driving. 2 15. I wear a safety belt at least 90 percent of the time
I am in a vehicle. 2 16. I have taken a course in driver education. 2 17. I wear a helmet while riding a motor-bike or bicycle. 2 18. I understand basic self-defense skills. 2 19. I try to avoid exposing myself to situations where I
might get attacked or injured. 2 110. I do not carry weapons. 2 1
TotalMaximum Score-20
Physical FitnessYes or NA No or Not Sure
1. My resting pulse rate is 60 beats per minute or less. 2 12. Most of the time I don’t use escalators or elevators. 2 13. My daily activities include moderate physical effort
(gardening, housework, washing the car, baby-sitting). 2 1
4. My daily activities include vigorous physical effort (farming, moving heavy objects by hand). 2 1
5. I regularly walk or ride a bike for exercise. 2 16. I walk briskly, jog, or run two miles or more three or
more times a week. 2 17. I watch TV fewer than five hours a day. 2 18. I always do a five-minute warm-up before and a
five-minute cool-down after an aerobic exercise. 2 19. I take part in a strenuous sport more than once
a week. 2 110. I wear proper shoes and clothing whenever I exercise. 2 111. I do some type of stretching-limbering exercise for
15 to 20 minutes, three or more times a week. 2 1Total
Now, go back and add your score from each section to calculate your grand total score.
Grand Total Score
Total Maximum Score-110
How did you score?
( ) Excellent 93–110
( ) Average 72–92
( ) Hazardous 71 or lower
Now that you have completed this appraisal, the final step is to go back through it againand identify those areas in which you believe you could change or improve.
PurposeTo identify certain risk factors in your lifestyle that may need to be changed
ProcedureReview the risk factors described in Chapter 1. Study each risk factor listed in Table 2 onthe next page. Locate and circle the level that best describes you. Enter the value for eachrisk factor in the far right score column. Add all scores to determine your total risk score.Compare your total risk score to the summary given in Table 1. After you have completedyour evaluation, take this activity sheet home and let your parents identify risk factors intheir lifestyles that may need to be changed.
ProfileUse Table 1 to profile your risk of heart attack.
Table 1. Profiling Your RiskIf Your Risk Score Is Between Your Risk Is You Are Encouraged to Take the Following Action
6–15 Well below average Keep up the good work. You are within acceptable limits.
16–21 High end of acceptable Note any risk factors that fall into levels D, E, and F. Take action tomodify them. Consult your physician before beginning your riskfactor modification program.
22–29 Borderline Your risk factors deserve attention. You should consult yourphysician for a cardiovascular checkup to determine the currentstatus of your heart and to develop a program to promptly lower therisks that fall into levels D, E, and F.
30–39 Above average IMMEDIATE ATTENTION ADVISED. Your risk factors must be 40–50 High owered to reduce your risk of heart attack or stroke. Contact Above 51 Very High your physician for a complete cardiovascular checkup.
Through Through new procedures, your physician can determine the statusof your heart and predict your susceptibility to a heart attack. Yourphysician will discuss your risk factors and help you lower your risk.
NOTE: The score and relative risks are based on statistical data. The profile cannot constitute a diagnosis or a healthguarantee because the significance of risk factors varies with individuals. This program simply offers you a method forevaluating your statistical chances of suffering a heart attack or stroke.
Indicate whether the following fitness componentsare health-related (HR) or skill-related (SR)components. For example, balance is a skill-relatedcomponent. Therefore, place SR in the spaceprovided.
Frequency At least 3 times per weekIntensity Controlled stretch until mild tension is feltTime Static: Hold each stretch from 15 to
30 seconds.Dynamic: 10 to 20 repetitions and 1 to 3 sets
Summary of Cardiovascular EnduranceTraining Guidelines
Frequency At least 3 times per weekIntensity 60 to 90% maximum heart rate or 50 to 85%
maximum heart rate reserveTime Minimum of 20 minutes continuous larger
muscle group activity
Summary of Muscular Fitness Training GuidelinesMuscular Endurance:Frequency Every other day for each muscle groupIntensity Low resistance (30 to 50% 1 RM)Time High repetitions (12 to 20 reps, 1 to 3 sets)
Muscular Strength:Frequency Every other day for each muscle groupIntensity Heavy weights (60 to 90% 1 RM)Time Low repetitions (4 to 8 reps, 1 to 3 sets)
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MASSAPEQUA PUBLIC SCHOOLS Physical Education Department
PART VI – FLEXIBILITY EXERCISES
1. Find a stretch for each muscle listed below.
2. Find a picture for each of the chosen stretching
exercises.
3. Describe with words how to perform each of the stretching exercises.
Activity 6-4Designing Your Flexibility ProgramNAME ____________________________DATE ____________CLASS ________________
PurposeTo enable you to design a personalized exercise program that will produce desired changesin flexibility
Procedures1. Fill in the personal information requested including your flexibility test score.2. Set a realistic goal for flexibility.3. List the (a) benefits of achieving your goal, (b) obstacles to reaching your goal, and
(c) knowledge required.4. Design your program on the form provided.
Currently, I can stretch ______ cm when doing the sit-and-reach. My goal is to be able tostretch ______ cm at the end of the six-week period. Apply the principles of training todesign a training program in order to reach your goal.
Week One Date Week Two Date
Activity: __________ Activity: __________
(F) No. of sessions per week: __________ (F) No. of sessions per week: __________
Activity 7-6Designing Your Cardiovascular FitnessProgramNAME ____________________________DATE ____________CLASS ________________
PurposeTo enable you to design a personalized exercise program that will produce desired changesin your body’s cardiovascular system
ProceduresFollow the directions below.1. Fill in the personal information requested, including cardiovascular fitness test score.2. Set realistic goals for cardiovascular fitness.3. List the (a) benefits of achieving your goal, (b) obstacles in reaching your goal, and
(c) knowledge required4. Design your program on the form provided.
Currently, I can run ______ when doing the cardiovascular fitness assessment. My goal isto be able to run ______ at the end of the six-week period. Apply the principles of trainingto designing a training program in order to reach your goal.
Week One Date Week Two Date
Activity: __________ Activity: __________
(F) No. of sessions per week: __________ (F) No. of sessions per week: __________
Activity 8-5Designing Your Muscular Fitness ProgramNAME ____________________________DATE ____________CLASS ________________
PurposeTo enable you to design a personalized exercise program that will produce desired changesin your body’s muscular system
Procedures1. Fill in the personal information requested, including muscular fitness test score.2. Set realistic goals for muscular fitness.3. List the (a) benefits of achieving your goal, (b) obstacles to reaching your goal, and
(c) knowledge required to reach your goal.4. Design your program on the form provided.
Currently, I can perform ______ sit-ups and ______ push-ups when doing the muscularfitness assessment. My goal is to be able to perform ______ sit-ups and ______ push-ups atthe end of the six-week period. Apply the principles of training in designing a training pro-gram to reach your goal.
The primary difference in muscular strength andmuscular endurance training is in the amount ofweight and the number of times the weight is lifted(repetitions).
MASSAPEQUA PUBLIC SCHOOLS Physical Education Department
PART X – WARM-UPS AND COOL-DOWNS
1. What are the steps taken to properly warm-up
before you begin training? 2. What are the benefits of warming-up?
3. How will you warm-up before you begin your
training? (List exercises, how long for each exercise)
4. What are the steps taken to properly cool-down
after you end training?
5. What are the benefits of cooling-down?
6. How will you cool-down after you end training? (List exercises, how long for each exercise)
Authentic Assessment
Activity 4-4Designing Your Warm-Up and Cool-Down SessionsNAME ____________________________DATE ____________CLASS ________________
Purpose• To recognize the value of warm-up and cool-down sessions• To select appropriate activities for pre- and post-exercise sessions
ProcedureRead the warm-up and cool-down sections of Chapter 4 before completing this exercise.1. Why is the warm-up phase of your training program important?
2. Why is the cool-down phase of your training program important?
3. Identify areas of your body in which you have experienced muscle soreness due to vigor-ous activity.
Activity 9-3Personal Diet Analysis Using the FoodGuide PyramidNAME ____________________________DATE ____________CLASS ________________
PurposeTo help you identify how well you eat according to the Food Guide Pyramid
ProceduresRead Chapter 9 before completing this worksheet. Follow the instructions as directed.1. Record everything you eat for three consecutive days on the chart that follows. Do not
count the number of servings from each food group included in the Food Guide Pyramiduntil the end of the three days.
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Day 1Breakfast __________________________________________________________________
2. Determine the number of servings from each food group included in the Food GuidePyramid that you ate during the three days you recorded your diet. Record the numberof servings for each day and the total servings from each food group for all three days.
Day 1Servings: ______ Bread, Cereal, Rice, & Pasta Group (6–11)
______ Vegetable Group (3–5)______ Fruit Group (2–4)______ Milk, Yogurt, Cheese Group (2–3)______ Meat, Poultry, Fish, Dry Beans, Eggs
& Nuts Group (2–3)______ Fats, Oils, & Sweets (limited selection)
Day 2Servings: ______ Bread, Cereal, Rice, & Pasta Group (6–11)
______ Vegetable Group (3–5)______ Fruit Group (2–4)______ Milk, Yogurt, Cheese Group (2–3)______ Meat, Poultry, Fish, Dry Beans, Eggs
& Nuts Group (2–3)______ Fats, Oils, & Sweets (limited selection)
Day 3Servings: ______ Bread, Cereal, Rice, & Pasta Group (6–11)
______ Vegetable Group (3–5)______ Fruit Group (2–4)______ Milk, Yogurt, Cheese Group (2–3)______ Meat, Poultry, Fish, Dry Beans, Eggs
& Nuts Group (2–3)______ Fats, Oils, & Sweets (limited selection)
Total Servings for 3 DaysServings: ______ Bread, Cereal, Rice, & Pasta Group
3. For how many days did you have a balanced diet based on the Food Guide Pyramid? Didyou have a balanced diet for all three days?
4. From which food group did you tend to eat fewer servings than the number recommended?
5. From which food group did you tend to eat more servings than the number recommended?
6. As a result of this analysis of your diet, what specific recommendations do you haveregarding your current eating habits (foods you need to cut back on, foods you need toeat more of, etc.)?
1. Serving SizeServing size and number of servingsin the container is given in easilyunderstood measures. This makes iteasier to compare similar productsand know the serving sizes arebasically identical.
2. Calories and FatThe total number of calories perserving and the amount of fat perserving is provided.
3. Percent Daily ValuesThe percent Daily Values for keyingredients is based on a standardizeddaily diet of 2000 calories. This sectionof the label helps the consumerdetermine the foods that are high orlow in the required daily nutrients.
4. Vitamins and MineralsProvides information about fourimportant vitamins and minerals:Vitamin A, Vitamin C, Calcium, andIron.
5. Suggested Daily ValueThe bottom portion of the panelpresents the Daily Value that shouldbe consumed. Figures for a 2000 and2500 diet are provided for comparison.
Nutrition FactsServing Size 1 cup (228g)Serving Per Container 2
Amount Per Serving
% Daily Value*
Calories 250
Total Fat 12gSaturated Fat 3gTrans Fat 1.5g
18%
Cholesterol 30mg 10%Sodium 470mg 20%
Vitamin A 4%Vitamin C 2%Calcium 20%Iron*Percent Daily Values are based on a 2,000 calorie diet. Your Daily Values may be higher or lower depending on your calorie needs:
Calories:
Total Fat
2,000 2,500
Less than 65g 80gSat Fat Less than 20g 25g
Cholesterol Less than 300mg 300mgSodium Less than 2,400mg 2,400mgTotal Carbohydrate 300g 375g