EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1-5
INSTRUCTIONS:
Students stand in the middle of each side of the square and face the center. On signal, they shuffle around the square to the left or right, depending on the signal of the teacher.
TEACHING HINTS:
The class forms several 10-yard squares with boundary cones.
A student can be in the center of the square to give a direction signal.
INSTRUCTIONS:
Students do the best they can at each station within the time limit. This implies that not all youngsters are required to do the same workload. Students differ and their ability to perform fitness workloads varies. Make fitness a personal challenge.
Rope Jumping
Push-Ups
Agility Run
Lower Leg Stretch
Juggling Scarves
Curl-Ups with Twist
Alternate Leg Extension
Tortoise and Hare
Bear Hug
Conclude circuit training with 2-4 minutes of walking, jogging, rope jumping or other self-paced aerobic activity
TEACHING HINTS:
Tape alternating segments of silence and music to signal duration of exercise. Music segments (begin at 35 seconds) indicate activity at each station while intervals of silence (10 seconds) announce it is time to stop and move forward to the next station.
Use signals such as start, stop, and move up to ensure rapid movement to the next station.
Ask students to do their personal best they can. Expect workloads to differ.
INSTRUCTIONS:
Introduction to Pedometers
On signal, students move to their assigned container, pick up a pedometer and put it on while walking. As soon as the pedometer is in place, students should reset the pedometer and keep walking. As soon as they have completed putting on their pedometers on the move, freeze the class and ask them to reset their pedometers.
Walk as fast as possible for 30 seconds.
After 30 seconds, drop down to an easy pace for 30 seconds. Repeat the 30 seconds speed and 30 second rest 8-12 times. Cool down with a 10-minute easy pace walk.
Estimation How Many Steps does it Take? Measure off a distance that is exactly one-eighth or one-fourth mile in length.
TEACHING HINTS:
Organize class into small groups of 5-6 students using Whistle Mixer.
Pedometers (6) are placed in containers around the area.
Reinforce students who accumulate the most activity time (they will have been the quickest to get their pedometers in place).
Identify the perimeters of a walking course
Notice how many steps were taken during the 30 seconds.
Reset pedometer at the starting line and walk at a normal pace to the end of the distance. Depending on whether they walked a one-eighth or one-fourth-mile distance, they multiply the number of steps they accumulated by 8 or 4. That is the number of steps it will take them to walk one mile.
Have students record on a task sheet how many steps they took during the lesson focus and how many steps a mile will take.
INSTRUCTIONS:
Students are in a circle holding hands. Place a hula-hoop over the clasped hands of two members of each squad. On signal – pass the hoop around the circle without releasing handgrips.
TEACHING HINTS:
Move the class into circles of 5-7 students. Students hold hands.
Increase the challenge by using 2 or more hoops.
INSTRUCTIONS:
Explain the importance of core exercises.
Have students record how many steps they took in class
Ask students how many steps they found it takes to walk a mile.
Were there any problems using the pedometer?
What was the most challenging fitness activity?
What muscles were used in fitness?
What was the most challenging Wand activity?
Cheer: Pedometers count my steps, yea!