CTS Module REC1040- Foundations of Training 1

ED3700 CTS Module Planning Alphanumeric Code and Title REC1045- Group Exercise Trends
Component 3: Lesson Sequence CTS Level Introductory
Introductory, Intermediate, Advanced

Duration 10 hours/15 hours

Teacher Name: Sydney Milligan Total Instructional Hours Allotted

Lesson #1 Course Introduction/ Performance Activity Introduction

Outcome(s) 1.1 Summarize how training principles relate to developing performance-related components
1.2 Describe Safety Considerations for exercises related to performance components
2.1 Summarize how training principles relate to health-related components,
2.2 Describe safety considerations for an exercise related to a health-related component
Assessment Evidence(s)
 Purpose Pre-assessment
 Modality Formative
 Device Do/ Say (share)
Exit Slip- What format will you share performance task? How and why might this format be most
effective?
Learning Activities Introductions
Review Syllabus
 In-depth explanations of assignments/ Due Dates/ Expectations
Classroom expectations
 When absent, personal communication required (or absences will not be excused)
 Review of course- assignments, schedule, pace etc.
 Discuss the importance of this module- benefits
Grouping of students for upcoming assignments

Lesson #2 Pre- Assessment Performance Activity

Outcome(s) 1.1 Summarize how training principles relate to developing performance-related components
1.2 Describe Safety Considerations for exercises related to performance components
2.1 Summarize how training principles relate to health-related components,
2.2 Describe safety considerations for an exercise related to a health-related component
Assessment Evidence(s)
 Purpose Pre- Assessment/ Formative
 Modality Do/Say/ Write
 Device Introduction Activity- Review of training principles (video & interactive game)
KWL- Share what you know, what you still want to know, and what you learned in class today after each
short presentation
Learning Activities Create a performance task that will further increase students understanding of the training principles
(health and performance related).
 Can be done in a form of a presentation, song, dance, game etc.
 Introductory “Training principles for dummies”

Lesson #3 Training Day 1 (Low-intensity workout)

Outcome(s) 1.0 Apply training and movement principles to the development of performance-related components
of fitness
2.0 Apply training and movement principles to develop health-related components of fitness
3.3 Demonstrate activity routines to meet the goals
Assessment Evidence(s)
 Purpose Formative/ Summative
 Modality Do
 Device Weight room- Yoga
Exit Slip- Does yoga an activity you would participate in to increase your mental health, and body
performance? Why or why not?
Learning Activities Participate in the weight room/ gym
  Students will participate in a teacher-led yoga class, where the mind and body are solely
present with the health component in mind relating to performance.
 Hatha Yoga Practice- Basic yoga exercises, focusing on breathing and depth.

Lesson #4 Training Day 2 (High-intensity workout)

Outcome(s) 1.0 Apply training and movement principles to the development of performance-related components
of fitness
2.0 Apply training and movement principles to develop health-related components of fitness
3.3 Demonstrate activity routines to meet the goals
Assessment Evidence(s)
 Purpose Formative/ Summative
 Modality Do/Say
 Device Exit Slip/ KWL- After participating in Yoga (low-intensity workout) and a fitness circuit (high-intensity
workout), which type of performance-based activity best suits your health and wellness goals and
needs? What did you know, what do you want to know further, what did you learn?
Learning Activities Participate in the weight room
 Based on a circuit set up, students will have heart rate monitors to show their participation
levels (energy, calories, heart rate, strength etc.)

Lesson #5 Fitness Test

Outcome(s) 4.0 Demonstrate basic competencies
4.1 Demonstrate fundamental skills to:
4.1.1 Communicate 4.1.2 manage information
4.1.3 Use numbers 4.1.4 think and solve
4.2 Demonstrate personal management skills to:
4.2.1 Demonstrate positive attitudes and behaviors
4.2.2 Be responsible
4.2.3 Be adaptable
4.2.4 Learn continuously
4.2.5 Work safely
4.3 Demonstrate teamwork skills to:
4.3.1 Work with others
4.3.2 Participate in projects and tasks
Assessment Evidence(s)
 Purpose Summative
 Modality Do
 Device Peer Feedback Form
Learning Activities Students will work in groups to complete a set amount of obstacles
 with a time constraint.
 Students will have to push their bodies and minds throughout a series of exercise/ health
based activities with a group of peers.
The class will be split into two groups
 Team building activities (health)
 Sneak a peek game- building blocks will be set up at one end of a large space hidden behind a
tall structure (crash mats), one person in a group of 5 will be the ‘runner' they are allowed to
run and look at the structure and give their team clues as to what it looks like according to
color, size, shape etc. The runner will continue to run back and forth until the structure is built
correctly.
 Exercise-based activities (performance)
 Trading triangles, zombie escape, the battle of the airbands, mind field

Lesson #6 Personalized Fitness

Outcome(s) 3.0 Create a basic individual fitness plan for achievement of goals in selected health-related and
performance-related components of fitness
 3.1 Collect baseline fitness measurements of:
3.1.1 Health-related components
3.1.2 Performance-related components
3.2 Set goals for improvement of health-related and performance-related components
Assessment Evidence(s)
 Purpose Formative
 Modality Write/ Say
 Device Exit Slip- Students will fill out a progression timeline, listing areas of growth and consideration and
areas of strength
Learning Activities Students will create a detailed week-long personalized fitness plan draft for their final assignment-
program design
 Students will be asked to incorporate the following components:
 A description of what the plan will accomplish and encompass
 Weekly fitness structure and goals

Lesson #7 Personalized Fitness

Outcome(s) 3.3 Demonstrate activity routines to meet the goals
3.4 Assess the results of the activity routines based on the goals

Assessment Evidence(s)
 Purpose Formative
 Modality Write/ Say
 Device Exit Slip- How will I alter my personalized fitness plan to create my final program?
Learning Activities Students will follow the class routine of completing their personalized fitness plan
 Students will create a detailed week-long personalized fitness plan draft for their final
assignment- program design
 Students will be asked to incorporate the following components:
 A description of what the plan will accomplish and encompass
 Weekly fitness structure and goals

Lesson #8 Program Design (1 of 3)

Outcome(s) 5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Summative
 Modality Write/ Say
 Device Anecdotal Notes/ Class Discussion
Learning Activities  Introduction of program design (fitness program)
 Course outline- expectations/ guidelines
 Students will create a skeleton/ guideline
 Teacher/ student conference (what is it that students are interested in? what type of fitness
program do they want to design?)
 Work period

Lesson #9 Program Design (2 of 3)- Work Period

Outcome(s) 5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Summative
 Modality Write/ Say
 Device Checklist/ Anecdotal Notes
Learning Activities  Students will individually work on their programs, asking questions, using research, and
personal inventory
Lesson #10 Program Design (3 of 3)- Work Period and hand in day!
Outcome(s) 5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Summative
 Modality Write/ Say
 Device Class Discussion, Peer feedback Conferences
Learning Activities  Students will individually work on their programs, asking questions, using research, and
personal inventory
 Students will pair up with another student to review fitness program, to adjust, add or discuss
possible components that need improvement (student conferences)
 Students will give helpful and positive encouragement.
 At the end of this class period, students will hand in their fitness program.

REC1045- GROUP EXERCISE TRENDS

Lesson #1 Introduction- Fitness Industry Intro
Outcome(s) 1.0 Describe trends in the fitness industry
1.1 Summarize the history of group fitness
Assessment Evidence(s)
 Purpose Formative
 Modality Say/ Write
 Device Class Discussion/ KWL
Learning Activities Introduction to Fitness Industry Project
 Expectations
 Outline
 Project Components- Research project that allows students to research any sport/ activity in
the fitness industry and find how it has changed over time
 Students will be given

Lesson #2 Fitness Industry Fair

Outcome(s) 1.1 summarize the history of group fitness
1.2 summarize the development of the fitness industry
1.3 Summarize past and present trends in group fitness such as:
1.3.1 high-intensity interval training
1.3.2 mom and baby fitness classes
1.3.3 older adult fitness classes
1.3.4 equipment-based group classes
Assessment Evidence(s)
 Purpose Formative
 Modality Do/ Say
 Device Exit Slip/ Peer Feedback
Learning Activities  Students will work individually on their research project
 Students will incorporate the research relating to the fitness industry
 Students will make a PowerPoint, Prezzy, interactive lesson, movie, video, song etc. to
address their research.
Students will have the work period to check off as many details on a checklist provided by the teacher
 Students will be divided into small groups for peer feedback regarding research projects.
 Students will be given the class period to make alterations regarding the peer feedback, and
grades will be handed in for consideration when grading the final project.

Lesson #3 Fitness Industry Project Due

Outcome(s) 1.3 Summarize past and present trends in group fitness such as:
1.3.1 high-intensity interval training
1.3.2 mom and baby fitness classes
1.3.3 older adult fitness classes
 1.3.4 equipment-based group classes
Assessment Evidence(s)
 Purpose Summative
 Modality Show and Tell/ Fair
 Device Class Discussion/ Peer Feedback
Learning Activities  Students will showcase their research project (in progress) if not already done at this point
through a project “fair”
 A gallery walk will occur in the classroom to display all of the research found by students
about the fitness industry
 Students will be given ample time to show off their project (half the class period)
 Students will also be given time to complete their self-evaluation, collect their project and
attach peer feedback and any other components necessary for this assignment

Lesson #4 Group Fitness- Guest Zumba Instructor visitation

Outcome(s) 2.2 Participate in a variety of different group fitness classes available in the community
Assessment Evidence(s)
 Purpose Summative
 Modality Do
 Device Class workout
Learning Activities A Zumba instructor will be leading a Zumba class this period:
 Having an instructor come to the class will show them that engaging with people in the
community is a health interaction.
 Students will be shown how fun and engaging group workouts can be and give them ideas for
how they can alter a group fitness activity to fit their interests and level of fitness
 Students will be traveling off campus to participate in a group fitness class led by a fitness
instructor- ZUMBA

Lesson #5 Group Fitness (work period)

Outcome(s) 2.3 compare the characteristics, benefits, and shortcomings of a variety of fitness trends
2.4 analyze the longevity of a variety of fitness trends, considering factors such as:
2.4.1 demographics
2.4.2 equipment and facilities
2.4.3 facilitator training
2.4.4 effectiveness of meeting participant goals
Assessment Evidence(s)
 Purpose Formative
 Modality Do
 Device Group Work/ Discussion
Learning Activities Introduction to Group Fitness project:
 Students will be divided into groups according to the area of interest in fitness
Students will have an outline of what the group fitness project entails:
 30 minutes in length
 5 people per group
 The activity must have music to match the type of workout that is led
 All members must participate, and each student must be able to participate
 Equipment is not mandatory, but highly recommended and needed for each student
participating if that is the case.
 The objective is to come up with a new and inventive group fitness activity that will allow all
students to be engaged and excited about health and fitness
 Students must put their own twist on a group activity that exists and makes sure to involve all
students in the class including any equipment necessary.
 Ideas can derive from off-campus workout
 Students will be given this work period to come up with an idea, have a student-teacher
conference and begin constructing their activity.
Lesson #6 Group Fitness-OFF CAMPUS
Outcome(s) 2.2-Participate in a variety of different group fitness classes available in the community
Assessment Evidence(s)
 Purpose Summative
 Modality Do
 Device Class workout
Learning Activities Students will be traveling off campus to participate in a group fitness class led by a fitness instructor-
Body Pump

Lesson #7 Group Fitness (final practice/ work period)

Outcome(s) 2.3 compare the characteristics, benefits, and shortcomings of a variety of fitness trends
2.4 analyze the longevity of a variety of fitness trends, considering factors such as:
2.4.1 demographics
2.4.2 equipment and facilities
2.4.3 facilitator training
2.4.4 effectiveness of meeting participant goals
Assessment Evidence(s)
 Purpose Formative
 Modality Do
 Device Group Work Period/ Discussion
Learning Activities Students will be divided into groups according to the area of interest in fitness
 Students will have an outline of what the group fitness project entails
 Students will work in groups of 5 to design a fitness group routine/ class and rehearse it until
they are ready to show what they have designed in front of the class.
 The objective is to come up with a new and inventive group fitness activity that will allow all
students to be engaged and excited about health and fitness
 Students must put their own twist on a group activity that exists and makes sure to involve all
students in the class including any equipment necessary.
Students will be given this class period to touch up their activity they have created, and practice it as
many times as possible and collect any equipment they may need (requests will be made on a list the
teacher has constructed)

Lesson #8 Group Fitness Presentation Day

Outcome(s) 2.3 compare the characteristics, benefits, and shortcomings of a variety of fitness trends
2.4 analyze the longevity of a variety of fitness trends, considering factors such as:
2.4.1 demographics
2.4.2 equipment and facilities
2.4.3 facilitator training
2.4.4 effectiveness of meeting participant goals
Assessment Evidence(s)
 Purpose Summative
 Modality Do
 Device Peer Feedback/ Rubric
Learning Activities Presentation Day:
 Students will be randomly placed in order and will perform their group activity, having all peer
participate
 Groups will be anonymously paired up for peer evaluation and will be graded according to a
pre-made rubric
 Students will be also be graded by the teacher based on a pre-made rubric

Lesson #9 Group Fitness- Training Principles

Outcome(s) 3.1 summarize training and movement principles
3.2 analyze the effectiveness of a fitness class, considering:
3.2.1 frequency, intensity, time and type (FITT)
3.2.2 overload
3.2.3 specificity
 3.2.4 progression
Assessment Evidence(s)
 Purpose Formative/ Summative
 Modality Write/ Do
 Device Self Assessment /Reflection
Learning Activities Students will be introduced to the fitness training principles assignment:
 This assignments objective is to introduce students to the assessment of self and others
based on the group assignment they constructed.
 Students will be asked a series of questions based on the training principles, and students
must relate the principles based on the group activity they performed and instructed in the
previous class.
 This assignment can be done in multiple formats: Paper, newsletter, PowerPoint, Video etc.
 Students will have a student- teacher conference to determine the format that best suits
their needs, and will have the rest of the class period to get started on the assignment.
 Students will also have the following class to finish their assignment and hand In by the end
of the class period.

Lesson #10 Group Fitness- Training Principles

Outcome(s) 3.1 summarize training and movement principles
3.2 analyze the effectiveness of a fitness class, considering:
3.2.1 frequency, intensity, time and type (FITT)
3.2.2 overload
3.2.3 specificity
3.2.4 progression
Assessment Evidence(s)
 Purpose Formative/ Summative
 Modality Do
 Device Peer/ Self Assessment Via assignment
Learning Activities Students will have this last work period to finish their training principles assignment, relating to their
fitness group activity they constructed.
 Students will be asked a series of questions based on the training principles, and students
must relate the principles based on the group activity they performed and instructed in the
previous class.
 This assignment can be done in multiple formats: paper, newsletter, PowerPoint, Video etc.
 Students are expected to hand in, submit their assignment by the end of this class period.

Lesson #11 Team Building Activity- OFF CAMPUS

Outcome(s) 4.3 Demonstrate teamwork skills
4.3.1 Work with others
4.3.2 Participate in projects and tasks
Assessment Evidence(s)
 Purpose Formative
 Modality Do
 Device Class activity- Students will work in groups, and participate to the best of their ability and rate their
experience working with their classmates in challenges on a rating scale of 0-5.
Learning Activities  Students will be broken up into two groups for two activities (both groups will participate in
all 4 activities)
 ACTIVITY 1: Cardio and agility (group 1) Police forces test course with rules and regulations (9
mins straight)
 ACTIVITY 2: Core and muscle strength (group 2) Sandbags, running, Russian twists, high
knees (9 mins straight)
 ACTIVITY 3: Tent pole exercise- (group 1) Using a long tent pole, all group members must
hold the pole on their pointer fingers and try to lower the pole simultaneously until the pole is
placed on the ground. If the pole is uneven or separates the group starts over. (9 mins)
 ACTIVITY 4: Skipping rope- (group 2) every group member gathers on one side. The goal is to
have all group members make it through the rope skipping and make it to the other side
 without any member getting hit, including the two spinning the rope. (9 mins)

Lesson #12 Personal Inventory Project (1 of 4)

Outcome(s) 5.0 Make personal connections to the cluster content and processes to inform possible pathway
choices
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Formative
 Modality Write/ Say
 Device Class discussion- The class will discuss the ideas students have for their personal plans, and will have to
have a conversation with the teacher before leaving the classroom- student-teacher conferences act
as a ‘proposal' of their project.
Learning Activities  Students will be working individually on their personal inventory project, as it is the second
last class to do so.
 Students should have broken the assignment up into parts:
 Goals- Short and Long Term
 Affirmations
 Workout plan
 Diet Plan
 Sport-related goals
 Affirmations

Lesson #13 Personal Inventory Project (2 of 4)

Outcome(s) 5.0 Make personal connections to the cluster content and processes to inform possible pathway
choices
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Formative
 Modality Write and Say
 Device Class Discussion- What step are you working on?
Learning Activities  Students will be working individually on their personal inventory project, as it is the second
last class to do so.
 Students should have broken the assignment up into parts:
 Goals- (Short and Long Term)
 Affirmations
 Workout plan
 Diet Plan
 Sport-related goals
 Affirmations

Lesson #14 Personal Inventory Project (3 of 4)

Outcome(s) 5.0 Make personal connections to the cluster content and processes to inform possible pathway
choices
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Formative
 Modality Write/Say
 Device Exit Slip- Explain where in the planning process you are currently, are you ready to hand in personal
inventory project? If not, during what time will you finish this assignment?
Learning Activities  Students will be working individually on their personal inventory project, as it is the second
 last class to do so.
 Students should have broken the assignment up into parts:
 Goals- Short and Long Term
 Affirmations
 Workout plan
 Diet Plan
 Sport-related goals
 Affirmations

Lesson #15 Personal Inventory Project (4 of 4) Final work day

Outcome(s) 5.0 Make personal connections to the cluster content and processes to inform possible pathway
choices
5.1 Complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning, and
experiences
5.2 Create a connection between a personal inventory and occupational choices
Assessment Evidence(s)
 Purpose Summative
 Modality Write/ Say
 Device Group discussion/ assignment hand in- reflection
Learning Activities Students will have the hour in this class to finish their personal inventory project. Students are
expected to include the following listed below:
 Fitness plan (goals)
 Diet plan
 Daily workouts (weights, reps, equipment, environment)
 Long-term plan
 Sport-related goals
 Affirmations