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Locally Developed Course Personal Fitness 12

District Name:

Prince George

District Number:

SD #57

Developed By:

Todd Kuc/ Kim Koehn

Date Developed:

September 2008

School Name:

Kelly Road Senior Secondary

Principals Name:

Steve Macrae

Board Approval Date:

_____________________________

Board Signature:

_____________________________

Course Name:

Personal Fitness 12

Number of Course Credits:

Number of Hours of Instruction:

120

Prerequisite(s):

Personal Fitness 11

Course Synopsis: This course is an extension of the knowledge and techniques

developed in Personal Fitness 11. Students will be introduced to the concept of functional
fitness and training concepts related to speed, agility, and power training. In addition,
students will be introduced to the idea of periodizing a training program to optimize
athletic performance and avoid injury.
Rationale:
Top-level athletes in all sports are turning to functional training to try to get an edge over
their competition. This class will give students an introduction to this concept of training
and will assist them in safely introducing these techniques into their training programs.
The class will also allow students to complete their 150 minutes of physical activity per
week required by the Ministry of Education..
Page numbers listed below refer to pages of the proposed class textbook HighPerformance Sports Conditioning, Bill Foran (Editor), from Human Kinetics.

UNIT DESCRIPTIONS:

Unit #1- Functional Training for Sports An Introduction

Time 20 hrs.
Students will be introduced to the idea of functional training for sport, how it differs from
traditional strength training, and why it is important to incorporate the concepts of
functional training into the program of any athlete. Students will be introduced to the
Performance Pyramid and will complete testing in this unit unlike the testing done for
other PE classes that will measure strength, power, speed, agility, anaerobic endurance,
cardiovascular endurance, acceleration, and basic functional movement. After testing for
functional movement, students will use this information to include some exercises to their
program to address any weaknesses found.
When not testing, students will be completing a general strength-training program
accompanied by cardiovascular training to ensure they have a base begin functional
training in unit two.

Curriculum Organizer Awareness and Understanding

It is expected that students will:

recall the training principles of SAID and overload from Personal Fitness 11, as
well as the components of physical fitness (CABS FMM). pg. 6-13
understand how additional components of fitness of power, quickness, and agility
are areas that need to be considered when setting up a sports specific training
program. pg 6-8
understand some of the physiological reasons to move towards functional training
from general strength training with an aerobic base. pg. 10-11
identify the three levels of the optimum Performance Pyramid, functional
movement quality, functional performance quantity, and sports specific skills,
and the characteristics of each level. pg. 22-23
define the terms mobility and stability when pertaining to the Performance
Pyramid and understand why it is important to train both mobility and stability as
the base of their training program. pg. 23-24
demonstrate a basic understanding of the tests completed for functional movement
and the reasons for each test. pg. 28-41
demonstrate a basic understanding of the components of fitness that are being
assessed with functional performance tests done in class. pg. 43-46
identify exercises that need to be included in their strength training program to
improve their functional mobility limitations (exercises are found in Gray Cooks
book Athletic Body in Balance, pg 39-60, and the PacificSport publicationSport
Readiness, by Tracie Albisser ).

Curriculum Organizer Application

It is expected that students will:

reacquaint themselves with the weight room equipment and routines during a
general strength training program.
administer functional movement tests.
administer functional performance tests.
analyze the data collected from both the functional movement and functional
performance tests and identify areas of concern and areas of strength.
perform exercises to address functional movement limitations.
pursue personal physical activity goals related to muscular strength or endurance,
flexibility (or movement), power, speed, and agility.
participate daily in vigorous physical activity to enhance fitness pertaining to the
goals of muscular strength or endurance, flexibility (or movement), power, speed,
and agility.
demonstrate a willingness to participate in a wide range of physical activities to
further move towards their physical activity goals.

Unit #2 -Improving Mobility and Flexibility

Introduction to the Functional Continuum
Introduction to Proper Sprinting Form
Time : 20 Hours
In this unit students will be introduced to the concept of Micro-Stretching, exposed to
exercises that can be used to address their functional movement limitations, be
introduced to the functional continuum, and learn the proper sprinting technique.
Students will continue a general workout with functional training exercises including
base-level pylometrics, form drills for linear speed, speed-strength exercises with a
medicine ball, and lead up exercises for Olympic lifting.

Curriculum Organizer - Awareness and Understanding

It is expected that students will:
understand why flexibility is an important part of a fitness program. pg 49-50.
understand anatomically how an injury to a muscle or tendon occurs due to
flexibility issues. pg. 50-52
understand the principles of Micro-stretching.
identify stretches that will work on mobility limitations identified in unit one.
understand the important elements of the drive, recovery, and support phases of
the leg cycles when sprinting. pg 179-180
understand the important elements of the arm action when sprinting. pg. 181

understand the concept of the functional continuum and its movement from less to
more functional exercises (a functional continuum is shown in Micheal Boyles
(2004) book Functional Training for Sports, pg 24).

Curriculum Organizer Application

It is expected that students will:

perform stretches to address functional movement limitations

evaluate the sprinting form of themselves and their peers
apply the technique cues of correct sprinting to their own intervals
perform speed training for form drills as part of their workout program
perform lead up skills in their general workout that will be the foundation blocks
to Olympic lifting
create their own functional continuum for strength training based on the example
in Micheal Boyles book Functional Training for Sports.
perform exercises in their general fitness program that move up a level on the
functional continuum.
pursue personal physical activity goals related to muscular strength or endurance,
flexibility (or movement), power, speed, and agility.
participate daily in vigorous physical activity to enhance fitness pertaining to the
goals of muscular strength or endurance, flexibility (or movement), power, speed,
and agility.
demonstrate a willingness to participate in a wide range of physical activities to
further move towards their physical activity goals.

Unit #3 Training for Acceleration and Linear Speed

Training for Agility
Application of Nutrition Principles from Personal Fitness 11
Time : 20 Hours
In this unit students will be introduced to the basic concepts of training for acceleration,
linear speed and agility, and will create a functional continuum for each concept. In
addition, students will revisit some of the eating and hydrating guidelines covered last
year in Personal Fitness 11 before starting their own nutritional logbook.
Students will continue their workout to include another level of difficulty, with exercises
included to start students performing level 2 plyometrics, additional form drills for linear
speed that include sprint loading and sprint-assisted training, level 2 speed-strength
exercises with a medicine ball, and level 2 lead up exercises for Olympic lifting.

Curriculum Organizer Awareness and Understanding

It is expected that students will:

identify the four areas that can be changed to cause an improvement in

acceleration and speed. pg 168
recognize the methods to improve these areas listed in Table 9.8 from the chapter
entitled Acceleration and Speed. pg. 190
understand the term sprint loading and some of the basic techniques to include in
a functional workout plan. pg. 176
understand the term form training and expand on the techniques started in unit
two.. pg. 179-185
understand the term speed endurance training and some of the basic techniques to
include in a functional workout plan. pg. 185-186
understand the term sprint-assisted training and some of the basic techniques to
include in a functional workout plan. pg. 186-189
recognize the sequence of training programs that are suggested by George
Dintiman in chapter 9 Acceleration and Speed. pg. 189
understand the term agility and some of the basic techniques to include in a
functional workout plan. pg 140, 156-158, 107-117, 127
recognize some of the challenges when setting up an agility workout plan. pg.
150-151
identify the difference between open and closed skills when discussing agility
training. pg. 153-155
recall general nutrition principles that were covered in Personal Fitness 11.

Curriculum Organizer Application

It is expected that students will:
perform speed training for form exercises as part of their workout program.
perform sprint loading exercises as part of their workout program
perform sprint-assisted exercises as part of their workout program
perform agility exercises as part of their workout program
create a functional continuum for agility exercises.
maintain a nutritional logbook and evaluate their nutritional choices.
pursue personal physical activity goals related to muscular strength or endurance,
flexibility (or movement), power, speed, and agility.
participate daily in vigorous physical activity to enhance fitness pertaining to the
goals of muscular strength or endurance, flexibility (or movement), power, speed,
and agility.
demonstrate a willingness to participate in a wide range of physical activities to
further move towards their physical activity goals.

Unit #4 Training for Power An Introduction to Plyometrics and

Olympic Lifting,
Time : 20 Hours
In this unit students will be introduced to the basic concepts of training for power through
the use of plyometrics and Olympic Lifting.
Students will continue their workout to the next level of difficulty, with students
performing more plyometrics, agility, and speed drills, as well as performing actual
Olympic lifts with a wooden dowel or light weight.

Curriculum Organizer Awareness and Understanding

It is expected that students will:

define what the term power means. pg 65

recall the definitions of the terms eccentric contraction and concentric contraction
from Personal Fitness 11.
define what the terms rate of force development and stretch-shortening cycle
mean and why they are important in functional training for sports. Pg 64-65
recognize the similarities between sport movement and power movements.
understand some basic guidelines to implementing a power-based strength
training program for sport. Pg 81-82, pg 97-88.
understand some safety guidelines to follow when attempting Olympic-style lifts.
understand the technique cues that accompany each Olympic-style lift (Functional
Training for Sport, Boyle, pg 160-165).

Curriculum Organizer Application

It is expected that students will:
perform power training as part of their workout program that includes Olympicstyle lifting (pg 69-74) , plyometrics (pg 88-95), and medicine ball and body
weight exercises that initiate the stretch-shortening cycle. These exercises will be
a continuation of the foundation created in units 1-3.
create a functional continuum for plyometrics using the one on pg. 153 as a
starting point (levels identified in Functional Training for Sport by Michael Boyle
are also very useful, pg 146-156)
add Olympic style lifting to the functional continuum completed in the second
unit for strength training.
pursue personal physical activity goals related to muscular strength or endurance,
flexibility (or movement), power, speed, and agility.
participate daily in vigorous physical activity to enhance fitness pertaining to the
goals of muscular strength or endurance, flexibility (or movement), power, speed,
and agility.

demonstrate a willingness to participate in a wide range of physical activities to

further move towards their physical activity goals.

Unit #5- Periodizing Training for Peak Performance

In this unit students will be introduced to the basic concepts of periodization, focusing on
a monocycle that includes a preparatory, competitive, and transition phase. Students will
then identify considerations that need to be made for particular sports and will understand
the basic premise behind the establishment of a periodized fitness program.
Students will continue their workout to include another level of difficulty, with students
performing more plyometrics, agility, and speed drills, as well as performing Olympic
lifts with weight.

Curriculum Organizer Awareness and Understanding

It is expected that students will:

understand what is meant by the term periodized training.

identify the three main phases of a single peak periodized training program and
the different emphasis during each phase of the program. pg. 268-278
understand some general periodization recommendations. pg. 274-278, 281-282
identify specific needs that need to be address for their particular sport when
setting up a periodized training program for themselves. Chapter 13

Curriculum Organizer Application

It is expected that students will:
consider several periodized training programs for fictional athletes, considering
the needs specific to each athletes training requirements.
pursue personal physical activity goals related to muscular strength or endurance,
flexibility (or movement), power, speed, and agility.
participate daily in vigorous physical activity to enhance fitness pertaining to the
goals of muscular strength or endurance, flexibility (or movement), power, speed,
and agility.
demonstrate a willingness to participate in a wide range of physical activities to
further move towards their physical activity goals.

Unit #6- Developing a Sports Performance Training Program

Time : 20 Hours

Students will create a sports performance training program based on the principles learnt
in the previous five units. Students will complete post testing and will analyze their
results, considering ways in which they could improve areas of concern.
Guest presenters will be brought in to talk to the students about some of the opportunities
that are available to them in the world of fitness.
Workouts during this final unit will follow the principles of periodization and, with the
completion of fitness testing (our peak!), we will move into a transition phase that will
include general weight lifting, some easy runs, and games.

Curriculum Organizer Awareness and Understanding

It is expected that students will:

be exposed to some of the opportunities that are open to them in areas of fitness
and sport.

Curriculum Organizer Application

It is expected that students will:
create a periodization training program for themselves, based on their strengths,
weaknesses, and the recommendations provide in the book High-Performance
Sports Conditioning.
analyze their fitness testing results and consider ways in which they could
improve areas of concern.
change their entire life direction and move into a fitness related field (okay, this
may be a stretch!).
pursue personal physical activity goals related to muscular strength or endurance,
flexibility (or movement), power, speed, and agility.
participate daily in vigorous physical activity to enhance fitness pertaining to the
goals of muscular strength or endurance, flexibility (or movement), power, speed,
and agility.
demonstrate a willingness to participate in a wide range of physical activities to
further move towards their physical activity goals.

Assessment Components:

Completion of Daily Fitness Journals

Demonstration of proper exercise techniques
Completion of Workout Progress Sheets
Completion of homework assignments based upon the readings in class.
Completion of personal training program.
Completion of nutritional log and analysis.
Ongoing Progress Towards Learning Outcome -evaluated on a performance
rubric.

Written tests in the first five units.

Weekend workout assignments.

Students will be evaluated in the following manner:

30%

Ongoing Progress Towards Learning Outcomes - based on daily student

performance towards class objective for the period. Students will be marked
using a rubric which includes teacher observation and completion of student
Workout Progress Sheets.

45%

Completion of class work including Daily Fitness Journal, worksheets related to

the reading in class, personal training program, weekend workout assignments,
and the demonstration of proper exercise techniques.

25%

Written Tests - will be given at the completion of each unit.

Proposed Textbook
Foran, Bill (editor). High-Performance Sports Conditioning, Human Kinetics, 2001

Possible Additional Learning Resources:

Albisser, Tracie. Sport Readiness. Canadian Sport Centre Pacific, PacificSport.
Boyle, Mike. Functional Training For Sport, Human Kinetics, 2004.
Collins, Paul. Power Training. Meyer and Meyer Sports, 2008.
Cook, Gray. Athletic Body in Balance.Human Kinetics, 2003.
Goldenberg and Twist. Strength Ball Training, Human Kinetics, 2002.
Verstegen, Mark.Core Performance.Rodale, 2005.
www.coreperformance.com