Bryant Lausberg (Original Copy)

Kyle Ross (Re-vision)

Weight Training Unit Plan

Concord High School

Cooperating Teacher: Leslie Barry/Ham Munnell

Clinical Faculty: Dr. Louise McCormack

Rationale/Introduction:

The reason this unit will be taught to a weight training Physical Education class is

because conditioning, fitness, and exercise is very important for athletes who strive to perform at

a high level. The majority of this class is juniors and seniors who play multiple sports at

Concord High School. By incorporating different kinds of advanced conditioning, these students

will have the knowledge and exposure of potential training techniques/programs that could better

them in the future as athletes.

This weight training unit addresses the nature of the learners because many students in

this class are athletes who compete at the Varsity level. There are approximately 20 students in

this class and 15 of the students play a sport at Concord High School; approximately 12 of these

students are Varsity athletes. These students’ sports include football, hockey, wrestling, and

baseball.

This unit addresses the students’ educational needs and interests because training is very

important in order to improve athletic ability, especially at the high school level. Many of these

students have participated in some kind of training in the past; however their past experience

may not have been as varied in styles of training as this class will incorporate.

Past experiences for the students would be their PE classroom class where students are

taught the basics of the body and working out. Many of the students in this class have been part

of team workouts at Concord High School and/or workouts on their own at a public gym.
Standards/Guidelines:

Assessed:

NASPE Standards:

Standard #1: Demonstrates competency in motor skills and movement patterns

needed to perform a variety of physical activities.

Standard #2: Demonstrates understanding of movement concepts, principles,

strategies, and tactics as they apply to the learning and performance of physical

activities.

Standard #3: Participates regularly in physical activity.

Standard #4: Achieves and maintains a health-enhancing level of physical fitness.

NH PE Guidelines:

NH Curriculum Guideline #1: Participates regularly in physical activity.

NH Curriculum Guideline #2: Achieves and maintains a health-enhancing level of

physical fitness.

NH Curriculum Guideline #3: Demonstrates competency in motor skills and

movement patterns, proficiency in a few, and applies these skills and patterns in a

variety of physical activities.

NH Curriculum Guideline #4: Demonstrates understanding of movement concepts,

principles, strategies and tactics as they apply to the development of motor skills and

the learning and performance of physical activities.

Addressed:

NASPE Standards:

Standard #5: Exhibits responsible personal and social behavior that respects self and

others in physical activity settings.

Standard #6: Values physical activity for health, enjoyment, challenge, self-

expression, and/or social interaction.

NH PE Guidelines:

NH Curriculum Guideline #5: Identifies that physical activity provides

opportunities for health enhancement, enjoyment, challenge, self-expression and

social interaction.

NH Curriculum Guideline #6: Exhibits responsible personal and social behavior

that respects self and others in physical activity settings.

Objectives:

Unit Objectives Aligned with Standards:

NASPE Standard #1/NH Guideline #3

- Students will demonstrate their psychomotor abilities to properly perform a

variety of exercise and workout routines that deal with different training styles.

- Students will demonstrate their psychomotor ability to rotate through weight

training stations using light weight, high repetitions, and a short break time.

- Students will demonstrate their psychomotor ability to rotate through weight

training stations using large to smaller weight and low to high repetitions.

NASPE Standard #2/NH Guideline #3

- Students will demonstrate their cognitive understanding of the variations of

exercise and workout routines.

- Students will demonstrate their cognitive understanding of the different muscle

groups in which the specific style of workouts address.

- Students will demonstrate their cognitive understanding of the different

athletes/sports in which specific workouts benefit the most.

NASPE Standard #3/NH Guideline #1

- Students will demonstrate their ability to combine various exercises in order to

perform a workout for an entire class period.

NASPE Standard 4/NH Guideline #2

- Students will demonstrate their physical fitness to perform the proper number

and/or range score for the Fitness Testing Pre, Mid, Post-Assessments for this

class.

- Students will demonstrate their physical fitness to perform a variety of

cardiovascular circuits and different exercises with correct technique.

- Students will demonstrate their physical fitness to perform a variety of body

weight training exercises and core training exercises with proper technique.

Lesson Objectives:

Day 1 - Students will demonstrate their psychomotor ability and physical fitness to

perform the proper number and/or range score for the Fitness Testing Pre-Assessment for

this class which deal with: push-ups, curl ups, trunk lifts, and sit and reach.

Day 2 – Students will demonstrate their cognitive ability to understand cardiovascular

weight training and their psychomotor ability to rotate through weight training stations

using light weight, high repetitions, and a shorter break time.

Day 3 – Students will demonstrate their cognitive ability to understand a variety of body

weight training exercises and their psychomotor ability to perform the different exercises

with the proper technique.

Day 4 – Students will demonstrate their psychomotor ability and physical fitness to

perform the proper number and/or range score for the Fitness Testing Mid-Assessment

for this class which deal with: push-ups, curl ups, trunk lifts, and sit and reach.

Day 5 – Students will demonstrate their cognitive ability to understand superset weight

training and their psychomotor ability to rotate through weight training stations using

large to smaller weight and low to high repetitions.

Day 6 – Students will demonstrate their cognitive ability to understand a variety of core

exercises and their psychomotor ability to perform the different exercises using the

proper technique.

Day 7 – Students will demonstrate their competency of all subject matter to this point of

the unit by taking a written cognitive exam which deals with all of the different training

used throughout this unit.

Day 8 – Students will demonstrate their psychomotor ability and physical fitness to

perform the proper number and/or range score for the Fitness Testing Final-Assessment

for this class which deals with: push-ups, curl ups, trunk lifts, and sit and reach.
Description of Class Setting:

Composition of Class – There is 20 students in this class; twelve boys and eight girls. This is a

Physical Education Elective class which means the students have already passed Fundamentals

of Physical Education and have chosen to take this course. We are assuming every student has

already been taught the basic weight training skills in the Fundamentals of Physical Education

class. Some students will have also participated in weight training activities with their specific

sports teams and/or in a private gym/fitness center.

Facilities/Space, Equipment, Clothing – This class will be conducted in the weight room at

Concord High School.

- Weight room equipment

- Fitness hurdles.

- Agility ladders.

- Physio-balls.

- Medicine balls.

- Large Rope.

- Bosu-balls.

- Yoga mats.

- Mirror.

- Twenty utensils to answer questions on written exam.

- Projector to show videos.

- Twenty handouts that explain some training methods.

 - Twenty written exams.

- Appropriate Attire (Sneakers, comfortable, breathable clothing)

Length of Unit:

The unit is eight days long and each class on Wednesday and Friday are 90 minutes long,

while Monday classes are 45 minutes long. This unit begins on the first day of quarter 4

at CHS.

Pre-requisite Skills and Concepts:

Previous to this unit all students would have had to pass PE classroom; which is a

freshman level PE course. Many students in class will have also already been exposed to

different kinds of training because many of the students in this class play varsity sports at

Concord High School. Therefore many of the students have worked out with a team or for a

specific sport. Some of the students in this class also belong to local gyms or fitness clubs in the

area.

Pre-Assessment Techniques:

The Pre-Assessment for this unit is during the first day of the unit. It is composed of four

different tests which deal with upper body and abdominal strength. These tests include: push-

ups, curl ups, trunk lifts, and sit and reach. Students will not be graded during the Fitness Testing

Pre-Assessment; however all students will be graded on their improvement from pre-test to post-

test.
Introductory Activities:

Introductory Activities/Fitness Activities are used during every day of the eight day

Unit Plan. Each of these activities is meant for the students to warm-up which will

lead into the main focus of each lesson.

Day 1 – Dynamic Stretches (Fitness)

Day 2 – Dynamic Stretches (Fitness)

Day 3 – Jump Rope (Fitness)

Day 4 – Dynamic Stretches (Fitness)

Day 5 – Dynamic Stretches (Fitness)

Day 6 – Laps (Fitness)

Day 7 – Pacer Test (Fitness)

Day 8 – Dynamic Stretches (Fitness)

Skill and Concept Development

Content Analysis – Advanced Conditioning Unit Plan

Extension Refinement Application

A task that adds complexity Qualitative aspect of the A competitive, self-testing,

or difficulty to the prior extension task: cues/points of “game-like” or performance

task: progression, simple emphasis: feedback focus. focus: progression, simple to

to complex. Intra-task or complex.

Inter-task.

Extension Refinement Application

Day 1 Pre-Assessment

Push-ups Hands flat, back straight (up, Records number of repetitions.

down, up, down).

Trunk lift Laying on stomach, lift chest Records number of inches.

off ground as high as you can.

Curls-up Back flat, hands to the side, Records number of repetitions.

slide hands (up, down, up,

down).

Sit and Reach Sitting down, student will Records number of inches

reach as far as they can on the

measurement apparatus

Day 2 Cardiovascular Weight Training

Any chest exercise shown Follow instructions in Record sets, weight, and

in workbook. workbook/from teacher. repetitions.

Any back workout shown Follow instructions in Record sets, weight, and

in workbook. workbook/from teacher. repetitions.

Any shoulder workout Follow instructions in Record sets, weight, and

shown in workbook. workbook/from teacher. repetitions.

Any arm workout shown in Follow instructions in Record sets, weight, and

workbook. workbook/from teacher. repetitions.

Any leg workout shown in Follow instructions in Record sets, weight, and

workbook. workbook/from teacher. repetitions.

Day 3 Body Weight Training

Dips Follow instructions from Record/count partners

teacher. repetitions.

Variations of pull-ups Follow instructions from Record/count partners

teacher. repetitions.

Variations of push-ups Follow instructions from Record/count partners

teacher. repetitions.

Variations of abdominal Follow instructions from Record/count partners

exercises teacher. repetitions.

Day 4 Mid-Assessment

Push-ups Hands flat, back straight (up, Records number of repetitions.

down, up, down).

Trunk lift Laying on stomach, lift chest Records number of inches.

off ground as high as you can.

Curls-up Back flat, hands to the side, Records number of repetitions.

 slide hands (up, down, up,

down).

Sit and Reach Sitting down, student will Records number of inches

reach as far as they can on the

measurement apparatus

Day 5 Superset Training

Any chest exercise shown Follow instructions in Record sets, weight, and

in workbook. workbook/from teacher. repetitions.

Any back workout shown Follow instructions in Record sets, weight, and

in workbook. workbook/from teacher. repetitions.

Any shoulder workout Follow instructions in Record sets, weight, and

shown in workbook. workbook/from teacher. repetitions.

Any arm workout shown in Follow instructions in Record sets, weight, and

workbook. workbook/from teacher. repetitions.

Any leg workout shown in Follow instructions in Record sets, weight, and

workbook. workbook/from teacher. repetitions.

Day 6 Core Training

Body weight core exercises Follow instructions from Record/count partners

teacher. repetitions.

Physio-ball core exercises Follow instructions from Record/count partners

teacher. repetitions.

Medicine ball core Follow instructions from Record/count partners

exercises teacher. repetitions.

Wall core exercises Follow instructions from Record/count partners

teacher. repetitions.

Day 7 Written Cognitive Exam

Understanding of all subject Student using handouts, Written Cognitive Exam

matter regarding Advanced homework, information

Conditioning Unit – types provided in class by teacher,

of training, muscle groups etc.

for certain

training/exercises, fitness

tests that the training will

improve, different

sports/athletes that certain

training will benefit, etc.

Day 8 Final Assessment

Push-ups Hands flat, back straight (up, Records number of repetitions.

down, up, down).

Trunk lift Laying on stomach, lift chest Records number of inches.

off ground as high as you can.

Curls-up Back flat, hands to the side, Records number of repetitions.

slide hands (up, down, up,

down).

Sit and Reach Sitting down, student will Records number of inches

reach as far as they can on the

 measurement apparatus

Modified from Rink (2002) Teaching physical education for learning

Closure:

Each closure is an interactive review session in which the teacher usually asks students

question about the lesson. The questions range from routines, athletics, training methods,

terminology, etc.

Day 1 – “What was the purpose of this Pre-Assessment?” “How much do you want to improve

from these results throughout this class?”

Day 2 – “What separates cardiovascular weight training from other programs?” “What is the

purpose of cardiovascular weight training?” “For what athletes would still style of training

benefit?”

Day 3 – “What part of our fitness testing does body weight training cover specifically?” “What

is the purpose of this kind of training?” “When would this training be beneficial to an athlete?”

Day 4 – “What was the purpose of this Mid-Assessment?” “How much do you want to improve

from these results throughout this class?”

Day 5 – “What athletes would benefit from this kind of training?” “What is the progression for

this kind of training?” “How do the weight and reps compare to cardiovascular weight

training?”

Day 6 – “What muscles do these exercises perform?” “What athletes would benefit the most

from these exercises?”

Day 7 – “Remember tomorrow we will have our final skill/fitness assessment on this unit.”

Day 8 - “What was the purpose of this Final-Assessment?” “How much do you want to improve

from these results throughout this class?”

Terminology

Contraction – The movement of a muscle in which the muscle is working and becoming

shorter/smaller.

Concentric – The movement of a muscle in which the muscle is being contracted (shorter).

Eccentric – The movement of a muscle in which the muscle is being retracted (longer).

Isometric – Muscle stabilization in which the muscle is working but being neither contracted nor

retracted.

Loading – The act of a person or thing that loads.

Endurance – The ability or strength to continue or last, especially despite fatigue, stress, or

other adverse conditions.

Strength – The quality or state of being strong; bodily or muscular power; vigor.

Power – Ability to do or act; capability of doing or accomplishing something.

Supersets – Act of lifting weights in which start with a high weight and move to lighter weight;

low repetitions to high repetitions.

Repetitions – The act of repeating, repeated action, performance, production, or presentation.

Plyometrics – A system of exercise in which the muscles are repeatedly stretched and suddenly

contracted.

Flexibility – Capable of being bent, usually without breaking; easily bent.

Technique – The body of specialized procedure and methods used in any specific field,

especially in an area of applied science.

Class Rules

- All students will completely change into athletic clothing for physical education

class and athletic shoes must be worn.

- No student should wear any sort of jewelry because it may be a safety hazard.

- All students must stay in the gymnasium unless permission is granted by teacher.

- No student is allowed in equipment room without permission from the teacher.

- Intentional destruction or misuse of equipment will not be tolerated and student

will immediately be disciplined.

- Students will follow school-wide attendance policy.

- Only six absences are allowed to be made up.

- No student shall perform an unsafe act.

- All students will show respect to teacher and other students.

- Golden Rule – “Treat others the way you want to be treated.”

Instructional Aids

The instructional aids for this unit are:

- Student workbook that provides students proper lifting techniques, terminology,

muscle groups, muscle movements, etc.

- Worksheet (Fitness Assessment) which will be used to record the results of the

Pre, Mid, and Post Fitness Tests.

Technology

The technology which is used in the unit will be:

- Ipod and speakers – Used for cueing.

- YouTube instructional videos that also deal with specific exercises.

Non-Participants

There are a number of things non-participating students can do during this unit. If a

student cannot use their legs (wheelchair) they can participate in all upper-body

exercises. If a student is injured and using crutches then they participate in all upper-

body exercises and/or record results for a peer. If a student is unable to use their arms

then they will be able to participate in any leg exercises and some cardiovascular

endurance exercises. Any other student with any sort of greater disability would be in

an Adapted Physical Education class and would not participate in the unit.
Modifications for Inclusion

Physical Disability

If a student were to have a physical disability and was forced to be in a wheelchair not many

modifications would need to be made. A person in a wheelchair could easily shoot a bow. The

only modifications would take place in the instant activities. We could modify it to make sure the

student gets their heart rate elevated to improve his/her fitness level.

Emotional Disability

If a student was to have recently lost a family member and is dealing with grief we would make a

few minor adjustments. This student could benefit a lot from being given a role such as teacher

assistant or class leader to take he/she’s mind off of things while participating in physical

education class. We would also discuss tactics of what should be done to help the child with a

professional and parents or guardians before doing anything

Cognitive Disability

If a student were to have a severe case of autism the student would need an aid. The student will

participate in all the activities with the other students. The modifications for this student would

be that the student would participate only to his/her physical ability and comfort level. The

student is expected to try every activity and skill being taught without giving up.
Grading

Students will be assessed during unit on following areas: Class Participation (50%), Workout

Log (15%), Weight lifting worksheets (10%), Improvement from Pre-test to Post-test (5%)

and Final (10%).

Substitute Lesson Plan and Alternative Facility Lesson Plan. (SEE ATTACHED LESSON

PLANS)
 Recourses

Bronson, Mary H. (2009). Glencoe Health. Woodland Hills, Cal.: Glencoe/McGraw-

Hill.

Bunker, D., & Thorpe R. (1982). A model for the teaching of games in secondary

schools. Bulletin of Physical Education, 18(1), 5 – 8.

Cardiovascular Training. Fantasy Fit. Retrieved on October 31, 2011, from

http://fantasyfit.com/view.php?page=cardiovasculartraining

Dictionary.com | Free Online Dictionary for English Definitions. Retrieved October

31, 2011, from http://dictionary.reference.com/.

Greenwald, Dale; Miller, Erik. (2005). Weight Training by Design – Create Your

Own. McGraw-Hill

Lund & Tannehill. (2010). Standards-based physical education curriculum

development (2nd Editions) Sudbury, MA: Jones & Barlett.

Moving into the Future: National Standards for Physical Education. Reston, VA:

NASPE Publications, 2004. Print.

 Paul, Gudrun. (2000) Aerobic Training. Meyer & Meyer.

Wadsworth, Andy. (2011) Cardiovascular Training for Fitness: Step-By-Step

Conditioning from Warm-Ups to Workouts. Natl Books.

BLOCK PLAN

(SEE ATTACHED BLOCK PLAN)

SEE APPENDIX WITH ASSESSMENTS…

APPENDIX:

Name:

Cardiovascular Weight Training

Choose three exercises/lifts from Weight Lifting for each of the five different muscle groups.
Record the exercise in the left column, weight in the second column, sets in the third column and
weight in the fourth column.

Exercise/Lift Weight Sets Weight

CHEST

BACK

SHOULDERS

ARMS

LEGS
Name:

Body Weight Training

Body Weight Training is specific workouts in which only a person’s body weight is used as
weight or resistance. Common examples of Body Weight Training are exercises like push-ups
and pull-ups. Answers the questions below based on your Body Weight Training Experience.

1. What were the Body-Weight Training exercises that you performed?

2. What part of your body was used as weight or resistance?

3. What muscle groups did you use during your Body Weight Training?

4. How many repetitions did you perform for each exercise?

Name:

Superset Weight Training

Choose three exercises/lifts from Weight Lifting for each of the five different muscle groups.
Record the exercise in the left column, weight in the second column, sets in the third column and
weight in the fourth column.

Exercise/Lift Weight Sets Weight

CHEST

BACK

SHOULDERS

ARMS

LEGS
Name:

Final Summative Assessment

1. What are the three Fitness Tests that you are expected to improve on from

performing this unit?

2. List two of the exercise/workout routines that benefit these tests the most:

a. Push-ups –

b. Pull-ups –

c. Sit-ups –

3. What separates Cardiovascular Weight Training from other programs?

4. What athletes do Cardiovascular Weight Training benefits the most?

5. What is the purpose of Body Weight Training?

6. When would Body Weight Training be beneficial to an athlete?

7. Explain why using an exercise log is important.

8. What separates Superset training from other programs?

9. What is the progression of Superset training?

10. List and explain 10 of the Core Training exercises performed in class.

11. Compare Cardiovascular Weight Training with Superset Training.

12. Aside from core training, what two other key components would help you build a

ripped mid-section?

13. Men and women should always be scored together during a weight lifting

assessment.

a. True

b. False

14. Name four different exercises that would increase pectoral strength during a

workout.

15. Create a full body workout routine. Include one exercise for each muscle group.
 Student Learning Project

Objective: The objective of this assessment is to test upper body strength, abdominal strength,
flexibility, and endurance. The students will be assessed during a pre, mid, and post assessment
to see if student improvement of upper body strength, abdominal strength, flexibility, and
endurance takes place over the course of the eight classes for the push-up, curl up, sit and reach
and trunk lift. These four assessments are recommended and come from the Fitnessgram.

Test Objectives

 90° Push Up (Upper Body Strength and Endurance) – To complete as many 90° push-
ups as possible at a rhythmic pace. This test item is used for males and females.
 Curl Up (Abdominal Strength and Endurance) – To complete as many curl-ups as
possible up to a maximum of 75 at a specified pace.
 Trunk Lift (Low Back Strength) – To lift the upper body off the floor using the
muscles of the back and hold the position to allow for the measurement.
 Back Saver Sit and Reach (Flexibility) – To be able to reach the specified distance on
both the right and left sides of the body.
Name_____________________________________ Block__________

Exercises Reps (Pre- Reps (Mid- Reps (Post-

Assessment) Assessment) Assessment

Push Ups

Curl Ups

Trunk Lifts
(Inches)

Back Saver Sit

& Reach
(Inches)
 Workout Log

Students will be asked to keep a workout log. The log will consist of the following

criteria: exercises completed, weight used number of sets, and number of reps for each class

period that the student was in weight room for the class. The idea behind the workout log is to

provide information to the students so they are able to get better each workout and are easily able

to keep track.