Comprehension of Fitness Concepts-283

Unit Overview
Movement Competence, Active Living

Comprehension of Fitness Concepts
What Will the Students Learn?

8
Summary
●● Students will demonstrate the ability to participate actively and regularly in a range of physical activities and understand the
importance of being physically active while taking responsibility for their own safety and the safety of others.
●● Students will apply personal skills and critical and creative thinking skills as they demonstrate an understanding of the importance
of being active, including factors that contribute to their personal enjoyment and factors that motivate them to be active.
●● Students will also apply self monitoring skills and critical and creative thinking skills as they assess and monitor their level of
health-related fitness and recognize how health-and skill-related components of fitness can be improved using training principles.
Key Questions
●● How can I participate regularly and actively in a variety of physical activities while exhibiting behaviours that promote the safety
of myself and others?

●● How can I think critically as I use self-management skills to assess and monitor my health-related fitness, and discuss how I can
use training to help me reach short- and long-term fitness goals?

●● How can I demonstrate an understanding of the importance of being active, and recognize factors that might contribute to my
personal enjoyment and motivate my personal participation?
Curriculum Expectations
See the Ontario Curriculum, Health and Physical Education, Grades 1-8 (2015) for examples, teacher prompts
and student responses related to expectations.
1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge
and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
1.1 - use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their
actions, recognize sources of stress, and monitor their own progress, as they participate in various physical activities, develop
movement competence, and acquire knowledge and skills related to healthy living
1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting
goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and
physical education
A1 - participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how personal
motivational factors can be used to encourage participation in physical activity
A1.1 - actively participate according to their capabilities in a wide variety of program activities [PS, IS]
A1.2 - demonstrate an understanding of factors that contribute to their personal enjoyment of being active, as they participate in a
diverse range of physical activities in a variety of indoor and outdoor environments [PS]
A2 - demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices
that contribute to healthy, active living
A2.1 - Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and
cool-down activities, to the best of their ability for a minimum of twenty minutes each day [PS]
A2.2 - recognize the difference between health-related components of personal fitness and skill-related components, and explain
how to use training principles to enhance both components [CT]
A2.3 - assess their level of health-related fitness during various physical activities and monitor changes in fitness levels over time
[PS, CT]
A2.4 - develop, implement, and revise a personal plan to meet short- and long-term health-related fitness and physical activity goals
[PS, CT]
A3 - demonstrate responsibility for their own safety and the safety of others as they participate in physical activities
A3.1 - demonstrate behaviours and apply procedures that maximize their safety and that of others in a variety of physical activity
settings [PS, IS]
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Ophea 2015 I H&PE Curriculum Support Resource
Unit Overview
How Will I Know What the Students Have Learned?

8
Assessment of Learning
●● Students will demonstrate the ability to participate actively and regularly in a range of fitness activities and will understand the
importance of being physically active while taking responsibility for their own safety and the safety of others.
●● In order to consolidate learning, students will participate actively and safely in a Fitness Appraisal to assess their current level of
health-related fitness, and will use critical and creative thinking skills as well as self-monitoring skills as they revise their personal
plan to meet short- and long-term health-related fitness goals.
Assessment for Learning

●● Throughout the unit, students’ achievement of the identified Learning Goals is monitored during the learning using a variety of
assessment strategies and tools that have been identified and embedded in the lessons.
How Will Assessment and Instruction Be Organized For Student Learning?
Lesson 1: Monitoring Fitness Levels: Developing Cardio-Respiratory Fitness

By the end of this lesson, students will be able to:
●● self-monitor their active participation in sustained moderate to vigorous physical activity
●● demonstrate self-monitoring skills as they assess their level of health-related fitness over time.
1.1, A1.1, A2.1, A2.3
Know before you go

Checkpoint 1:
Can students participate actively in fitness activities in a way that promotes the safety of themselves and others?
●● Teacher Resource 3: Active Living Checklist
Checkpoint 2:
Can students assess their level of health-related fitness and make changes to their participation as required?
●● Teacher Resource 4: Fitness Unit Checklist
Lesson 2: Health- and Skill-Related Components of Fitness: Circuits

●● participate actively according to their capabilities while demonstrating behaviours and applying procedures that maximize the
safety of themselves and others

●● think critically and creatively to recognize the difference between health-related and skill-related components of fitness, explain
how to use training principles to enhance both components, and assess their level of health-related fitness during various physical
activities.
1.5, A1.1, A2.2, A2.3, A3.1
Know before you go

Checkpoint 1:
Can students recognize the difference between health- and skill-related components of fitness, and how to assess levels of
health-related fitness?
●● Teacher observation
Checkpoint 2:
Can students explain how to use training principles to enhance both health- and skill-related components of fitness?
●● Teacher Resource 4: Fitness Unit Checklist
I
Unit Overview
Lesson 3: SMART ACTION Goal Setting

8
●● use self-awareness and self-monitoring skills as well as critical and creative thinking skills as they develop, implement and revise a
personal plan to meet short-term and long-term health-related fitness and activity goals
●● participate actively according to their capabilities in a way that demonstrates behaviours and procedures that maximize the safety
of themselves and others.

1.1, 1.5, A1.1, A2.4, A3.1
Know before you go

Checkpoint 1:
Can students think critically and use self-monitoring skills to develop a personal plan to meet short- and long-term health-related
fitness goals?
●● Teacher Resource 8: SMART ACTION Goals Anecdotal Recording Chart
Lesson 4: Fun and Fitness

●● participate actively according to their capabilities in sustained moderate to vigorous physical activity for a minimum of 20
minutes while demonstrating behaviours and applying procedures that maximize the safety of themselves and others
●● use self-awareness and self-monitoring skills effectively as they identify and demonstrate an understanding of factors that
contribute to their personal enjoyment of being active.

1.1, 1.5, A1.1, A1.2, A2.1, A3.1
Know before you go

Checkpoint 1:
Can students participate safely and actively as they demonstrate the self-awareness skills required to identify factors that contribute
to their personal enjoyment of being active?
●● Teacher Resource 10: Fun With Fitness Anecdotal Recording Chart
Lesson 5: Final Personal Fitness Appraisal and SMART ACTION Goal Setting
●● participate actively according to their capabilities in sustained moderate to vigorous physical activity for a minimum of 20
minutes while demonstrating behaviours and applying procedures that maximize the safety of themselves and others
●● think critically and creatively as they use self-awareness and self-monitoring skills to assess their level of health-related fitness
and revise their personal plans to meet short- and long-term fitness and physical activity goals.
1.1, 1.5, A1.1, A2.1, A2.3, A2.4, A3.1
Know before you go

Checkpoint 1:
Are students able to participate actively according to their capabilities in sustained moderate to vigorous physical activity for a
minimum of 20 minutes while demonstrating behaviours and applying procedures that maximize the safety of themselves and
others?
●● Teacher Resource 12: Personal Fitness Checkbric
Checkpoint 2:
Can students think critically and creatively as they use self-awareness and self-monitoring skills to assess their level of
health-related fitness and revise their personal plans to meet short- and long-term fitness and physical activity goals?
●● Teacher Resource 12: Personal Fitness Checkbric
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Lesson 1 of 5
45 minutes
Curriculum expectations: A1.1, A2.1, A2.3, 1.1
Topics: Movement Competence, Active Living
Monitoring Fitness Levels:
Developing Cardio-Respiratory
Fitness
Grade 8 | Comprehension of Fitness Concepts
Learning Goals
● Self-monitor their active participation in sustained moderate to vigorous physical activity.

● Demonstrate self-monitoring skills as they assess their level of health-related fitness over time.
Facility
Gymnasium, Outdoors
Safety Requirements
Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.
Equipment List
10 15 stopwatches (1 per pair)
Chart paper and markers (optional)
20 30 pencils or writing utensils (1 per student)
Teacher Resource 1: Pulse Rate Conversion
Teacher Resource 2: PACE
Grade 8 | Comprehension of Fitness Concepts | Monitoring Fitness Levels: Developing Cardio-Respiratory Fitness | Page 1 of 8
Lesson 1 of 5
45 minutes
Fitness
Teacher Resource 3: Active Living Checklist
Teacher Resource 4: Fitness Unit Checklist
Student Resource 1: Fitness Journal
Student Resource 2: Anticipation Guide
Warm-Up
Students will gradually increase their heart rate by participating in the following activity.
Pulse Mission
● Directly instruct students to form groups of 5 6.
● Explain that they will be performing 5 of 6 missions in any order their group wishes.
● Consider listing Missions 1 6 on chart paper for student referral throughout activity.
Mission 1: Jog twice around the activity area, jumping once at each corner.
Mission 2: Perform 30 jumping jacks as fast as you can.
Mission 3: Find a line on the floor and hop back and forth 50 times as fast as you can.
Mission 4: Wall-sit for 30 seconds.
Mission 5: Perform 20 wall touches.
Mission 6: Hold a plank for a count of 30. You can choose to do a plank from your knees or toes. Keep
forearms flat on the ground.
Lesson 1 of 5
45 minutes
Fitness
Minds On
Share and identify the lesson Learning Goals. Using a large-group discussion, review the various ways
students can self-assess their level of health-related fitness (e.g., tracking heart rates, recovery time,
how they feel during and after the activity, level of participation, increase in range of motion, increases
in number of repetitions). Consider recording student responses on chart paper to accommodate
different types of learners. (See Notes to Teacher for additional information for Pulse Check, Talk Test,
and Breath Sound Check).
Teacher prompt: How can you assess your level of fitness? Student response: I can track my heart
rate before, during and after activity, and make sure I m drinking water to stay hydrated. I can also
monitor how my body feels during physical activity by using the Talk Test. If I m not able to
comfortably talk with my friend during physical activity, I may be working too hard for optimal results. I
need to observe how my body changes over time to detect how my health-related fitness has
improved over time. If I m doing all this outside, I need to wear sunscreen, and encourage my
classmates to wear it as well.
Distribute Student Resource 1: Fitness Journal to students, and provide them time to read it
individually. Explain to students that they are going to track their fitness activities and progress
throughout the unit.
Students complete Student Resource 2: Anticipation Guide responding to the goal setting statements
by circling either agree or disagree in the before activity column based on their understanding of
each statement. Students also fill in any personal thoughts they have on this topic in the personal
thoughts column. Students will revisit their Anticipation Guide in the Consolidation.
Using direct instruction, review with students how to take their pulse (see Notes to Teacher). Direct
them to record their resting heart rate using Student Resource 1: Fitness Journal and Teacher Resource
1: Pulse Rate Conversion.
A&E - Minds On
Teacher observation with verbal feedback of students ability to think critically to identify ways of
self-assessing their health-related fitness.
Lesson 1 of 5
45 minutes
Fitness
Action
Inform students that they are going to complete the 12 Minute Run as one of the activities in a series
of personal fitness appraisals. Instruct students to use self-awareness and self-monitoring skills to work
at a pace that is comfortable for them. Use Teacher Resource 2: PACE to assist in this explanation.
12 Minute Walk/Run
Students run as far as they can in 12 minutes.
● Encourage students to keep moving and continue for the full 12 minutes even if they need to slow down.
● Students should be able to talk while running and may run with a friend and use the Talk Test, Breath
Sound Check, or Just Audible Breathing test. Refer to Notes to Teacher.
● Periodically call out the time so students can pace themselves.
Discuss motivational strategies with students, such as:
● Running with a friend.

● Counting laps and checking time for each lap.
● Setting goals and trying to improve.
● If you have to stop, setting a goal: one more half lap, then I will walk for 10 steps.
● Each time you complete the run, setting a goal to either stop less often, or improve your time.
● Having good, controlled breathing.
● Keeping a stride loose and relaxing your muscles.
● Enjoying the view and the invigoration.
● Thinking about the health benefits.
*Teacher prompt: * Remember, fitness is based on personal goal setting and personal improvement.
We are all different and will all have different fitness levels, and different things that affect our
performance. It is important for us to work at our own speed, and compare our own personal
performances to each other, not to the performance of others.
Immediately following their run, directly instruct students to take their pulse for 10 seconds, and
record it using Student Resource 1: Fitness Journal.
Lesson 1 of 5
45 minutes
Fitness
A&E - Action
Teacher observation with verbal feedback of students ability to demonstrate active participation in
sustained moderate to vigorous physical activity using Teacher Resource 3: Active Living Checklist
Teacher observation with verbal feedback of students ability to demonstrate self-monitoring skills as
they assess their level of health-related fitness using Teacher Resource 4: Fitness Unit Checklist
Consolidation
Students gradually decrease their heart rate to a resting rate by participating in the activity below.
Students should also stretch the body parts that have been active throughout the lesson. See
Appendix for stretches.
● Students walk one lap, then stretch with a partner while discussing whether it was easier to maintain their
pace by distance or by time, and if they walked during the 12 minutes, how it affected their run.
Direct students to take their recovery heart rate following the Cool-Down activity, and record their
results using Student Resource 1: Fitness Journal.
Students complete the after activity column of Student Resource 2: Anticipation Guide. With a
partner students share responses, noting any changes in their responses after participating in today s
lesson.
A&E - Consolidation
Teacher observation with verbal feedback of students ability to demonstrate active participation in
sustained moderate to vigorous physical activity using Teacher Resource 3: Active Living Checklist
Teacher observation with verbal feedback of students ability to demonstrate self-monitoring skills as
they assess their level of health-related fitness using Teacher Resource 4: Fitness Unit Checklist
Lesson 1 of 5
45 minutes
Fitness
Ideas for Extension
Students run for 12 minutes without stopping. Encourage students to work on their pace.
Next Steps
Students will begin to develop short- and long-term fitness and physical activity goals.
Lesson 1 of 5
45 minutes
Fitness
Notes to Teacher
Fitness Across the Year

● Unit 1 = Comprehension of Fitness Concepts and opportunity to practise skills and gain a sense of self
through active participation.
● Unit 2 = Commitment to being active and physically fit. Students will build a want or need to be healthy.
● Unit 3 = Capacity: Students will be able to set personal goals, achieve success, and sustain positive
healthy behaviours for life through being physically activity.
● Yoga = Students will perform a variety of poses and sequences in order to improve or maintain strength,
flexibility and balance as well as demonstrate an understanding of strategies to relieve stress and care for
their mental health.
● During the 12-Minute Walk/Run, if students must walk, they should determine an indicator that they can
strive to surpass the next time they attempt this activity.
● The 12 Minute Run is one of many ways of testing Cardiovascular Fitness, which is one of the
health-related components of fitness. Consider permitting students to choose other tests to perform based
on their individual strengths, preferences and equipment and/or space available.
● Pulse Checks: A pulse check is one way of measuring exertion and fitness levels. Our heart rates go up
during activity and should return close to their resting rates after a short rest. Instruct students to check
either their carotid (neck) pulse, or their radial (wrist) pulse using their first two fingers of either hand to
check their pulse. Note that they should never use their thumb, as it has its own pulse.
● Students should also be able to talk while exercising and can do a simple Talk Test or Breath Sound
Check to see how they re doing.
● Talk Test is a simple way of checking that the level of exertion during an activity is not too strenuous. If
the student is able to talk throughout the activity, it is suggested that the exertion level is appropriate. An
inability to carry on a conversation signals that the level of exertion is too high to be maintained for
optimal cardio-respiratory gains.
● Just Audible Breathing (JAB) or Breath Sound Check is when you are just able to hear your own
breathing. Studies have shown that fitness benefits can be gained be working at or above this level. This
intensity is different for everyone, as we all have different fitness levels, so this simple instruction can be
used for all students.
● The 12 Minute Run (also known as the Cooper Test) is designed to determine one s aerobic capacity
based on the distance they are able to cover over a 12 minute run. Note that students should try to set a
pace that they can maintain throughout the run. If this is not possible, direct students to walk as necessary,
but to jog as much as possible throughout the test.
● For students motivated by records, a personal, class, grade or school record can be established.
Students can work to improve their number of laps based on the record.
Fitness Journals
● Using Student Resource 1: Fitness Journal, students will track their fitness activities and thoughts. Note
that this process can be easily repeated at different points in the year to assess student progress.
● The fitness journal can guide ongoing tracking of fitness levels and allow students critical and creative
Lesson 1 of 5
45 minutes
Fitness
reflective practices in response to their active participation in a variety of health-related physical activities.
● To accommodate various types and levels of learners, consider creating a chart to assist students in
developing critical thinking skills related to fitness, noting that students should be able to answer the
following questions:
● Are you participating in a variety of activities at a moderate to vigorous level?
● Are you accurately filling out personal fitness appraisal information and using these diagnostic tools to help
set future
● health-related goals?
● Do you know the difference between health- and skill-related components of fitness?
● Can you describe how the F.I.T.T. training principles can be applied to develop personal fitness and
contribute to healthy, active living?
● How will you improve your personal performance scores (action plan)?
● How does this apply to your life outside of school?
● Why is physical activity important?
● What factors motivate personal participation and how can you use these factors to motivate others?
● What factors contribute to your personal enjoyment of being active?
● How are you continuing to be safe?
● What can you do to sustain 20 minutes of moderate to vigorous physical activity?
● Are you working positively with others and accepting their choices of activities?
● Are you accepting of individual differences and fitness levels? Do you encourage others to participate at the
best of their ability?
Lesson 2 of 5
45 minutes
Curriculum expectations: A1.1, A2.2, A2.3, A3.1,
1.5
Health- and Skill-Related Topics: Movement Competence, Active Living
Components of Fitness: Circuits
Learning Goals
● participate actively according to their capabilities while demonstrating behaviours and applying
procedures that maximize the safety of themselves and others
● think critically and creatively to recognize the difference between health-related and skill-related
components of fitness, explain how to use training principles to enhance both components, and assess
their level of health-related fitness during various physical activities.
Facility
Indoors, Outdoors
Safety Requirements
Grade 8 | Comprehension of Fitness Concepts | Health- and Skill-Related Components of Fitness: Circuits | Page 1 of 9
Lesson 2 of 5
45 minutes
1.5
Equipment List
10 mats
4 metre sticks
4 6 benches
1 stopwatch
5 tennis balls
2 tape measures
8 pylons
3 rulers
Masking tape
2 boxes (optional)
Audio equipment and music (optional)
From Lesson 1: Teacher Resource 3: Active Living Checklist
From Lesson 1: Teacher Resource 4: Fitness Unit Checklist
From Lesson1: Student Resource 1: Fitness Journal
Teacher Resource 5: Health- and Skill-Related Components of Fitness
Teacher Resource 6: What is Physical Fitness?
Lesson 2 of 5
45 minutes
1.5
Teacher Resource 7: Station Cards
Student Resource 3: SMART ACTION Goal Setting
Warm-Up
One After
● Distribute Student Resource 1: Fitness Journal (from Lesson 1). Direct students to record their resting heart
rates.
● Using direct instruction, divide students into groups of 3 4. Select one student to be the leader.
● Explain to the class that this student will do a series of fitness activities (e.g., any activity from Ophea s 50
Fitness Activities [see Appendix]) and that they are to follow, doing the fitness activity previous to the one
the leader is currently showing.
● Ensure everyone has a chance to be the leader.
Teacher prompt: Make sure you do the activity immediately before the one the leader is doing. For
example, if the leader does jumping jacks, you stand and watch at first. Then, if the leader changes to
skier jumps, the rest of the group will do jumping jacks. If the leader changes to twist jumps, the group
will then switch to skier jumps.
Lesson 2 of 5
45 minutes
1.5
Minds On
Share and identify the lesson Learning Goals.
Using a large-group discussion, review the components of fitness using Teacher Resource 5: Health-
and Skill-Related Components of Fitness. Encourage students to contribute to the discussion by asking
the following.
Teacher prompt: What are some examples of how a person could improve each area of fitness?
Student response: To improve muscular strength, you d have to do things like squats or lift weights.
Using the Popcorn Strategy (see Appendix), brainstorm with students how using training principles
such as considering the frequency and intensity of your workouts and the timing and types of activities
can be used to enhance both health-related and skill-related fitness components.
Student response: In my personal plan, I want to improve my cardio-respiratory endurance. I need to

choose activities that will raise my heart rate and make my heart and lungs work harder. Doing an
activity like swimming for 40 minutes three days a week is an activity that will improve my
cardio-respiratory fitness.
Distribute Student Resource 3: SMART ACTION Goal Setting. Have students review and complete the
handout.
A&E - Minds On
Teacher observation with verbal feedback of students ability to recognize the difference between
health- and skill-related components of physical fitness
Lesson 2 of 5
45 minutes
1.5
Action
Set up the activity area using the activity cards from Teacher Resource 7: Station Cards. See Notes to
Teacher regarding activity area setup.
● Using direct instruction, explain to students that they are going to participate in a fitness circuit in groups
of 4 5, and that they will perform two repetitions of the circuit.
● Throughout the first round, students will review the health-related physical activities and discuss their
benefits as they are modeled, and during the second, they will incorporate skill-related activities, and
review benefits of each as they are modeled.
● To accommodate various types of learners, and help promote goal setting skill development, include a
challenge station. When students reach that station, they can choose any other station in the gymnasium
to repeat.
● Continuing to use direct instruction, explain that students will have one minute to complete the activity at
each station, after which they will record their results for the standing long jump, wall-ball toss, Illinois
agility run and sit and reach using Student Resource 1: Fitness Journal (from Lesson 1).
● Remind students to take their active heart rates during the circuit when performing a higher intensity
activity and record it in Student Resource 1: Fitness Journal (from Lesson 1).
A&E - Action
Teacher observation with verbal feedback of students ability to demonstrate safe and active
participation using Teacher Resource 3: Active Living Checklist (from Lesson 1)
Lesson 2 of 5
45 minutes
1.5
Consolidation
● Instruct students to move in a variety of ways (e.g., skip, speed walk, side step, crab walk) around the
activity area with a partner.
● Instruct them to share with their partner the health- or skill-related fitness station they enjoyed the most
and the health- or skill-related fitness station they need to improve on, and how performing these stations
could help.
● Instruct students to record their resting, active and recovery heart rates on Student Resource 1: Fitness
Journal (from Lesson 1).
● Then have students set short-term goals based on the activities they completed during the lesson, and
record them on Student Resource 3: SMART ACTION Goal Setting.
● Explain that goals should relate to improved performance each time they do the circuit, and that they will
have an opportunity to revise goals throughout the year.
With a partner, direct students to use their fitness plans as examples to review how the training
principles can be used to meet short and long term fitness goals.
Note that if students are uncomfortable sharing their personal plans with a peer, they can choose to
share how a person could use training principles to help them meet their goals from a theoretical
standpoint.
Student response: By the end of our first Fitness unit, I want to improve my push-ups from my knees
from 5 reps to 8 reps. I will practice three days a week for 20 minutes. I will also practice holding the
plank, doing a push-up from my toes to exhaustion and balance on a stability ball in plank position.
You can see here, I wrote the following: Frequency: three days; Intensity: moderate (50 65% heart
rate); Time: 20 minutes or to exhaustion; Type: Muscular endurance own body weight, stability ball.
A&E - Consolidation
Teacher observation with verbal feedback of students ability to think critically and creatively, and to
recognize the difference between health-related components of personal fitness and skill-related
components and to assess their level of health-related fitness during various physical activities using
Teacher Resource 4: Fitness Unit Checklist (from Lesson 1)
Lesson 2 of 5
45 minutes
1.5
Ideas for Extension
Designate each corner of the gymnasium as A, B, C or D. Read each question from Teacher Resource 6:
What is Physical Fitness? Direct students to run to the corner indicating their choice of answer. Using a
large-group discussion, review student answers as they progress through the activity.
Next Steps
Students will continue to participate actively and safely in a variety of fitness activities and will work
toward their personal fitness goals as they self-monitor their health-related fitness. Students will
continue to recognize the difference between health-related and skill-related fitness components and
how the training principles can be used to enhance both components.
Lesson 2 of 5
45 minutes
1.5
Notes to Teacher
● This lesson may take more than one class to complete.

● Completed Student Resource 3: SMART ACTION Goal Setting will be used during the second and third unit.
● Music is an excellent motivator. Play music during the fitness circuit and use it to signal starting and
stopping at each station. The beat of some songs can also be used to keep time for sit-ups or step-ups.
● There are two sets of stations to be set up. Refer to Teacher Resource 7: Station Cards for station set-up
and descriptors. Have equipment ready, off to the side or in the equipment room. Encourage students to
help set up by having equipment ready for each group to take to their station on the first cycle through.
The first group at the second round of stations can then read their station card for equipment needs, then
help set up as required.
Review with students the following information before completing Student Resource 3:
SMART ACTION Goal Setting:
● SMART ACTION Goal Setting: This fitness plan is to be used as an assessment tool and used in a final
evaluation at the end of each of the three fitness units. Students may not have enough room to record
their thoughts on the student worksheets. Information can be written into a fitness journal or written on a
separate piece of paper if necessary.
Goal-Setting Information:
● Things to Consider when Setting Fitness Goals:

● Your personal motivation.
● Your current fitness level.
● The influence of peers, friends, family.
● Availability of equipment and facilities.
● School, work, and family commitments
Goals should also be SMART:
● Specific
● Measurable (Is this quantifiable? Goal should answer one of: How much? How far? How many?)
● Attainable and Action-Oriented (What steps do you need to take to achieve your goal?)
● Realistic (How likely are you to reach your goal?)
● Time-Sensitive (How long will it take to reach your goal?).
Goals can take one of two forms:
● Short-term: Short-term goals are specific and can be completed in a few hours, days, or weeks. Short-term
goals may involve measuring your progress in a single workout, or comparing your progress over a series
Lesson 2 of 5
45 minutes
1.5
of exercise sessions.
● Long-term goals: Long-term goals specify what you want to achieve over a longer period of time. For
example, long-term fitness goals could include running for a longer distance without stopping over a
month, a semester, or even a few years.
Note that short-term goals should be a major part of long-term goals. In other words, long-term goals
are essentially a series of short-term goals put together.
Strategies to help ensure success:
● Assessing your strengths and weaknesses

● Surround yourself with a strong support team (i.e., teachers, family members, coaches and friends.)
● Remember that no one knows you as well as you do. Be honest with yourself, and remember that it is
logical to expect to run into some barriers in reaching goals. Expect them, and have a plan of action to
deal with them. Likewise, celebrate your successes in healthy ways.
Additional Resources
Illinois Agility Run Reprinted with the permission of Thompson Educational Publishing, from Healthy
Active Living: Keep Fit, Stay Healthy, Have Fun (2007), p.82. For more information on this resources
visit [www.thompsonbooks.com/health].
Wall-Ball Toss Reprinted with the permission of Thompson Educational Publishing, from Healthy Active
Living: Keep Fit, Stay Healthy, Have Fun (2007), p. 83. For more information on this resources visit
[www.thompsonbooks.com/health].
Lesson 3 of 5
45 minutes
Curriculum expectations: A1.1, A2.4, A3.1, 1.1,
1.5
SMART ACTION Goal Setting Topics: Movement Competence, Active Living
Learning Goals
● use self-awareness and self-monitoring skills as well as critical and creative thinking skills as they develop,
implement and revise a personal plan to meet short-term and long-term health-related fitness and activity
goals
● participate actively according to their capabilities in a way that demonstrates behaviours and procedures
that maximize the safety of themselves and others.
Facility
Gymnasium
Safety Requirements
Grade 8 | Comprehension of Fitness Concepts | SMART ACTION Goal Setting | Page 1 of 5

Lesson 3 of 5
45 minutes
1.5
Equipment List
2 skipping ropes
2 hula hoops
3 benches
2 mats
2 tennis balls
From Lesson 1: Student Resource 1: Fitness Journal
From Lesson 2: Student Resource 3: SMART ACTION Goal Setting
Teacher Resource 8: SMART ACTION Goals Anecdotal Recording Chart
Teacher Resource 9: Fitness Station Cards

Lesson 3 of 5
45 minutes
1.5
Warm-Up
Fitness Tag
● Three students are designated as It.
● Students speed walk or slow jog. On a signal, students that are It try to tag as many classmates as
possible.
● If tagged, the student switches roles with the It.
Prior to starting the activity, remind students that they need to exhibit behaviours that maximize the
safety of themselves and others, such as being aware of themselves and others position in space,
using safe two-hand tagging, following rules, making sure shoe laces are tied and clothing doesn t
inhibit movement. Ensure students also understand the safety boundaries of the designated activity
area by using the Thumbs-Up Strategy (see Appendix).
Minds On
Share and clarify the lesson Learning Goals.
Using the Popcorn Strategy (see Appendix) have students review various goals they have set for
themselves in the past, and what they had to do to successfully reach their goal. Explain that a goal
could be as simple as waking up at 7:00 a.m. to be at school by 8:30 a.m.
Teacher prompt: What goals have you set for yourself in the past and what steps did you take to
achieve them? Student response: I made a goal of saving $100 so I could buy a new bike last year. I
had to save money from all the odd jobs I did around the house, and I also did some babysitting after
school to raise it. Once I had that, I asked my parents to help me buy it since I had shown the initiative
of saving, and they agreed to make up the difference on the cost of my new bike. It took almost six
months to save, but it was worth it! Now I have my bike!
Have students review the goals they set in the previous lesson using Student Resource 3: SMART
ACTION Goal Setting (from Lesson 2).

Lesson 3 of 5
45 minutes
1.5
A&E - Minds On
Teacher observation with verbal feedback of students ability to participate actively and think critically
and creatively to identify personal goals and success strategies to obtain these goals
Action
Fitness Stations
● Post Teacher Resource 9: Fitness Station Cards around the gymnasium.
● Students distribute themselves evenly amongst the stations. Students move from station to station,
performing the activity for 30 60 seconds (as time allows).
● Signal changes with a whistle or other signal. Have students check their resting heart rate prior to
beginning the circuits as well as their recovery heart rate at the end of the stations. Also instruct students
to check their active heart rate periodically throughout the circuit. Students record heart rate
measurements on Student Resource 1: Fitness Journal (from Lesson 1).
Encourage students to work on quality rather than only quantity of movement (e.g., doing fewer
sit-ups correctly is more beneficial than doing more incorrectly).
A&E - Action
Teacher observation with verbal feedback of students ability to demonstrate active and safe
participation

Lesson 3 of 5
45 minutes
1.5
Consolidation
● Students cool down by doing a walking tour of the stations and discussing the components of fitness at
each station. Ask students to describe a benefit for each component (e.g. cardio-respiratory helps keep
our heart and lungs healthy; flexibility reduces the risk of injury).
● Discuss SMART ACTION Goal Setting (Student Resource 3, from Lesson 2). Students set one goal for a
health-related fitness component and one goal for a skill-related fitness component and make an entry in
Student Resource 1: Fitness Journal (from Lesson 1).
● Students will be able to identify action steps to help achieve their goals after discussing F.I.T.T. training
principles (frequency, intensity, type, and time).
A&E - Consolidation
Teacher observation with anecdotal writing of students ability to use self-monitoring and
self-management skills as they think critically and creatively to develop a personal plan to meet
short-term fitness and activity goals using Teacher Resource 8: SMART ACTION Goals Anecdotal
Recording Chart
Ideas for Extension
Using Conference Strategy (see Appendix), review individual student goals and provide descriptive
feedback to inform student learning.
Next Steps
Students will participate actively and safely in a variety of fitness activities. They will perform fitness
appraisals, and will use the information to set short- and long-term fitness goals.

Lesson 4 of 5
45 minutes
1.1, 1.5
Fun and Fitness Topics: Movement Competence, Active Living
Learning Goals
● participate actively according to their capabilities in sustained moderate to vigorous physical activity for a
minimum of 20 minutes while demonstrating behaviours and applying procedures that maximize the
● use self-awareness and self-monitoring skills effectively as they identify and demonstrate an
understanding of factors that contribute to their personal enjoyment of being active.
Facility
Gymnasium
Safety Requirements
Grade 8 | Comprehension of Fitness Concepts | Fun and Fitness | Page 1 of 8

Lesson 4 of 5
45 minutes
1.1, 1.5
Equipment List
4 8 decks of cards (1 2 per group)
5 8 dice
Chart paper and marker (optional)
Teacher Resource 10: Fun With Fitness Anecdotal Recording Chart
Student Resource 4: Fit Card Suits
Student Resource 5: Cubes of Fitness
Student Resource 6: Fun and Fitness Question of the Day
Student Resource 7: Self-Assessment: Participation Target

Lesson 4 of 5
45 minutes
1.1, 1.5
Warm-Up
Distribute Student Resource 1: Fitness Journal (from Lesson 1) and direct students to monitor and
record their heart rate prior to Warm-Up.
Deal or No Deal
● Distribute one playing card to each student, and direct them to scatter around the playing area, but not to
look at their cards.
● Explain that hearts = jumping jacks, clubs = crunches, diamonds = coffee grinder, and spades = jump
rope. The number on the card corresponds with the number of repetitions of each activity that are to be
performed. Jack through Ace are 10 repetitions. Note that the deck of cards must also include one Joker.
● Select one student as the first contestant, and instruct him or her to select six other students with cards.
● Direct the first selected student to turn his or her card over and reveal the activity (suit) and number they
are to complete. As a class, all students perform the activity.
● Direct the next student to turn over his or her card. Again, the class performs the activity as revealed.
● This continues until all six cards are revealed. If the contestant reveals the Joker before getting through
the card holders, he or she loses the turn as the contestant and a new contestant is chosen. The new
contestant continues as the previous contestant did, until all students have had a chance to share their
activity.
● If the contestant avoids the Joker, he or she gets to choose five more students with cards. The contestant
continues to reveal cards if the Joker is avoided. The contestant continues until all the cards are revealed,
and all students have had a chance to share their activity.

Lesson 4 of 5
45 minutes
1.1, 1.5
Minds On
Using a large-group discussion, activate prior knowledge of the goal setting process and remind
students that the fitness unit will provide them opportunity for choice in activity to help them meet
their short- and long-term fitness and physical activity goals.
Teacher prompt: In this lesson, you will be given some options in the activities you participate in.
Keep in mind what we did in our previous lesson regarding SMART goal setting; if you can select an
activity to work on today that will help you reach your goal, do so! Before we start, can you remember
what a SMART goal is? Student response: A SMART goal is Specific, Measurable, Attainable and
Action-Oriented, Realistic and Time-Specific.
With an elbow partner, direct students to discuss why it s important to be physically active, how
participation in physical activity can have an impact on others, and things that might contribute to a
person s enjoyment of being active. (See Notes to Teacher).
Student response: By being active, I can be a good role model and influence others. At school, we are
DPA leaders for the grade 2 class. I go in and lead the students as they participate in DPA. By being a
good role model, I can motivate the students to join me in being active.
Prior to starting the Action, brainstorm a list of safe behaviours. Remind students that they need to
exhibit behaviours that maximize their own safety and that of others, such as being aware of
themselves and others position in space, using safe two-hand tagging, following rules and making
sure shoe laces are tied and clothing doesn t inhibit movement. Ensure students also understand the
safety boundaries of the designated activity area by using the Thumbs-Up Strategy (see Appendix). To
accommodate various types of learners, consider recording student answers on chart paper for referral
throughout the lesson.
A&E - Minds On
Teacher observation with verbal feedback of students ability to demonstrate knowledge of

self-monitoring and goal setting and their ability to identify behaviours that promote the safety of
themselves and others and factors that contribute to a person s enjoyment of being active

Lesson 4 of 5
45 minutes
1.1, 1.5
Action
Divide the class into four groups and give each group a deck of playing cards and writing utensils along
with Student Resource 4: Fit Card Suits.
Direct each group to move to a corner of the activity area and create an activity for each suit using
Student Resource 4: Fit Card Suits.
On a predetermined signal, students begin by each selecting a card from the deck, and placing the
remainder of the deck to the side. Simultaneously, everyone turns over his or her card. Each student
completes an activity based on the suit of the card as established by the group until you signal to stop.
One your signal, students each select another card from the deck for completion. If groups are larger
than five students, consider providing each group with two decks of cards to ensure students
participate in at least 20 minutes of moderate to vigorous physical activity. Encourage students to
monitor their heart rate throughout the activity and record it using Student Resource 1: Fitness Journal
(from Lesson 1).
Using a predetermined signal, gather students in a central area, and using a large-group discussion,
allow students to share what aspects of the activity they found contributed to their personal enjoyment.
Student response: I liked having some competition with the other groups.
Student response: I liked that we got to choose what activities would be represented by each suit.
A&E - Action
Teacher observation with anecdotal writing of students ability to participate safely and actively for a
minimum of 20 minutes while also using self-awareness and self-monitoring skills effectively to identify
and demonstrate understanding of factors that contribute to their personal enjoyment of being active
using Teacher Resource 10: Fun With Fitness Anecdotal Recording Chart

Lesson 4 of 5
45 minutes
1.1, 1.5
Cool-Down
● Have students walk-jog (e.g., jog for the lengths of the activity area then walk the width of the activity
area) with a running buddy and discuss what they enjoyed the most about the lesson.
Consolidation
Have students monitor and record their recovery heart rates using Student Resource 1: Fitness Journal
(from Lesson 1). Encourage students to make notes on the factors that contributed to their personal
enjoyment of the fitness activities in class as well.
Distribute one copy of Student Resource 6: Fun and Fitness Question of the Day to each group, and
direct students to respond to at least four of the questions.
Distribute Student Resource 7: Self-Assessment: Participation Target, and direct students to self-assess
their active and safe participation.
A&E - Consolidation
Teacher observation with anecdotal writing of students ability to use self-awareness and
self-monitoring skills effectively as they identify and demonstrate an understanding of factors that
contribute to their personal enjoyment of being active using Teacher Resource 10: Fun With Fitness
Anecdotal Recording Chart
Teacher observation with verbal feedback of students self-assessment of their ability to participate
safely and actively

Lesson 4 of 5
45 minutes
1.1, 1.5
Ideas for Extension
Regroup students into teams of four, and number them off from 1 to 4. Provide each group with a die,
and copy of Student Resource 5: Cubes of Fitness.
Review Student Resource 5: Cubes of Fitness with students prior to directing them to complete the
activity. Explain that after the dice roller has posed his or her question, he or she will jog one lap of the
activity area while the remainder of the group does the activity, and thinks about their responses.
When the runner returns, students can share their thoughts.
Students roll and repeat the activity as stated above until each student has had a turn.
Next Steps
Students will continue to participate actively and safely in a variety of fitness activities. Students will
also continue to work on their personal fitness goals as they self-monitor their health-related fitness.

Lesson 4 of 5
45 minutes
1.1, 1.5
Notes to Teacher
Review the goal setting process with students if necessary to ensure student understanding of the
process required to meet short- and long-term health-related fitness and activity goals.
Why is participating in physical activity important?
● Builds self-confidence
● Is enjoyable and fun
● Improves health-related fitness components
● Reduces stress
● Facilitates cooperation with others
● Decreases likelihood of using drugs or tobacco products
● Improves self-esteem and body-image
● Promotes a healthy body weight
● Builds positive social relationships
● Improves skills
● Promotes learning new activities
● Helps prevent heart disease

Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
Final Personal Fitness Appraisal Topics: Movement Competence, Active Living
and SMART ACTION Goal Setting
Learning Goals
● participate actively according to their capabilities in sustained moderate to vigorous physical activity for a
minimum of 20 minutes while demonstrating behaviours and applying procedures that maximize the
● think critically and creatively as they use self-awareness and self-monitoring skills to assess their level of
health-related fitness and revise their personal plans to meet short- and long-term fitness and physical
activity goals.
Facility
Gymnasium
Safety Requirements
Grade 8 | Comprehension of Fitness Concepts | Final Personal Fitness Appraisal and SMART ACTION Goal Setting | Page 1 of 8
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
Equipment List
Beep Test CD
2 measuring tapes
Bench
2 metre sticks
4 pylons
2 calculators
3 6 pinnies
4 tennis balls
4 mats
Tape
Audio equipment and music (optional)
From Lesson 2: Student Resource 3: SMART ACTION Goal Setting
Teacher Resource 11: Personal Fitness Appraisal Stations
Teacher Resource 12: Personal Fitness Checkbric
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
Warm-Up
Distribute Student Resource 1: Fitness Journal (from Lesson 1), and direct students to take and record
their resting heart rates.
Hot Dog Plank Tag

● Select three students to start off as barbeques, and provide these students with blue pinnies. These
students are It.
● If students are tagged by the Its, they become a hot dog plank and go into plank position (on knees or
toes) on the ground. These people are the hot dogs.
● To get back into the game, the hot dog needs two people to do one push-up on either side of the hot dog
(these people are the buns and are safe while performing a push-up on the ground).
● After this is done, all three students can re-enter the game.
To change the game, select one student to be ketchup, and provide this student with a red pinnie.
Explain that the student wearing the red pinnie, has ketchup power and can save any tagged
hotdog or partially formed hot dog/bun combination by running one lap around them. The ketchup
cannot be tagged by the blue It.
Consider also adding a yellow pinnie and green pinnie to represent mustard and relish and provide
these students with additional powers.
Minds On
Using a large-group discussion, review criteria for safe and active participation. Next, use the Popcorn
Strategy (see Appendix) to review the various ways students can self-assess their level of
health-related fitness (e.g., tracking heart rates, tracking recovery time, observing how they feel
during and after the activity, observing their level of participation, tracking increases in range of
motion, increases in number of repetitions).
Ensure students monitor and record their resting heart rates using Student Resource 1: Fitness Journal
(from Lesson 1) if they haven t already done so.
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
A&E - Minds On
Teacher observation with verbal feedback of students ability to think critically to identify ways of
self-assessing health-related fitness and procedures that maximize the safety and participation of
themselves and others
Action
Explain that for this section of the lesson, students can choose either the Beep Test or the 12 Minute
Run to assess their cardio-respiratory fitness.
Instruct students to get into partners; one of whom will perform the Beep Test while the other records
their partner s progress, and will also remind the partner to take his or her active heart rate
immediately following their run.
Remind students that if they choose to do the Beep Test, they need to touch each baseline with a part
of their foot for their lap to count. If they miss a baseline more than twice, they are finished and should
get their partner to record their active heart rate. If they choose to do the 12 Minute Run, they should
aim to pace themselves so they can run as much of the test as possible. Ensure students understand
that regardless of the test they pick, when they have completed it, they should walk slowly rather than
sit immediately to allow their heart rates to return to normal.
See Notes to Teacher for ideas on how to differentiate the Beep Test to ensure maximal student
success for this activity.
After students have had adequate recovery time from their Beep Test or 12 Minute Run Test, direct
partners to proceed through the fitness appraisal stations set up using Teacher Resource 11: Personal
Fitness Appraisal Stations.
As students work through the stations, circulate through the activity area and provide descriptive
feedback to ensure student success.
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
A&E - Action
Teacher observation with verbal feedback of students ability to participate actively according to their
capabilities in sustained moderate to vigorous physical activity for a minimum of 20 minutes while
demonstrating behaviours and applying procedures that maximize the safety of themselves and others
using Teacher Resource 12: Personal Fitness Checkbric
Teacher observation of students ability to assess their level of health-related fitness, and revise their
personal plan to meet short- and long-term fitness goals using Teacher Resource 12: Personal Fitness
Checkbric
Cool-Down
● Partners jog together to three station areas, touching stations they enjoy participating in.
Mirror Mirror
● Direct students to choose a new partner, and designate one as the leader.
● The leader selects and performs activities that will slowly decrease their heart rates, and then stretch their
muscles.
● The partner follows the leader s activities as closely as possible, so their actions appear as mirror images
of each other.
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
Consolidation
Using Student Resource 3: SMART ACTION Goal Setting (from Lesson 2), direct students to individually
set short-term goals for the next fitness unit for each appraisal they participated in.
Remaining in their partners, students use Think Pair Share Strategy (see Appendix) to respond to the
following prompts.
Teacher prompt: Have you been participating safely at a moderate to vigorous level for at least 20
minutes throughout each lesson?
Teacher prompt: How will you alter your participation to meet your short- and long-term fitness goals
for the next fitness unit?
Teacher prompt: How can you use health-related fitness-assessment information and training
principles when making action plans for personal fitness?
A&E - Consolidation
Teacher observation with verbal feedback of students ability to assess their level of health-related
fitness, explain how to use training principles to enhance it, and revise their personal plan to meet
short- and long-term fitness goals using Teacher Resource 12: Personal Fitness Checkbric
Ideas for Extension
Incorporate student-designed stations into the fitness appraisal portion of the Action. Use Conference
Strategy (see Appendix) to review and make changes as necessary to Student Resource 3: SMART
ACTION Goal Setting (from Lesson 2).
Notes to Teacher
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
● Note that personal fitness appraisal activities may need to be completed over a two-day period depending
on class length and activity space availability. If this lesson is taught over two classes, ensure appropriate
Warm-Up and Cool-Down activities are repeated, and some review of the Minds On activity is done using a
large-group discussion.
● Students will need recovery time from cardio-respiratory endurance activities and should be done on a
separate day if time is available.
● Music is an excellent motivator. Play music during the fitness circuit and use it to signal starting and
stopping at each station.
● Remind students to fill in their Fitness Journals fully, including units after numbers are recorded, for
example 35 cm, 56 seconds, 8 repetitions. Short forms are acceptable.
● Where possible, allow student choice of fitness appraisal tasks (i.e., cardiovascular appraisal choice of 12
Minute Run, step test, Beep Test; muscular endurance appraisal choice of partial curl-ups, push-ups,
muscular strength appraisal choice of grip strength, vertical jump) to accommodate various types and
levels of students.
Beep Test Explanation

● The Beep Test is a maximal appraisal, which means that at some point students will be running as hard
or fast as they can. As such, this should only be attempted if students are healthy, and in good condition.
Permit differentiation according to student needs to ensure maximal success with this activity.
● This test involves continuous running between two lines 20 metres apart (use pylons or lines in an activity
area to identify the 20-metre line) in time to recorded beeps. When the first beep sounds, ensure students
start off slowly. Students must get to the second pylon or marker before the beep. If students arrive at the
second marker prior to the beep sound, instruct them to wait until they hear the next beep to travel back
to the first marker.
Beep Test Differentiated

● These varied ways of performing the Beep Test can decrease performance anxiety, allow for success,
increase confidence, set a standard and have the ability to move up (i.e., Beep Test options).
● The Regular version of the Beep Test is performed at 20-metre shuttles. Students are to touch the line with
their foot. When they hear a beep they leave the line and wait at the opposite line until the beep sound. If
they don t make it before the beep, they have a second chance to make it. If a beep is missed twice, the
student is done.
● Provide Beep Test options of 20m, 15m and 10m. Students can start at 10m and move up to the next level
when they are ready. This way most students will complete the test at the same time.
● Have students find a partner. They start on opposite baselines. When the beep sounds, only one partner runs
to the opposite 20m baseline, ending up with their partner until the beep sounds a second time and the
second partner runs to the opposite 20m baseline. Partners alternating running to the beep. This version of
the Beep Test allows for students to recover.
12 Minute Run
● Students run as far as they can in 12 minutes. Encourage students to keep moving and continue for the
full 12 minutes even if they need to slow down.
● Students should be able to talk while running and may run with a friend and use the Talk Test, Breath
Sound Check, or Just Audible Breathing test. Periodically call out the time so students can pace
Lesson 5 of 5
45 minutes
A3.1, 1.1, 1.5
themselves. Students record their performance (rounded off to the nearest half lap) on their Fitness
Journals (Student Resource 1, from Lesson 1).
Personal Fitness Appraisal Stations

● Stations are one minute in length. Have students perform one or all of the activities listed on their Personal
Fitness Appraisal Stations depending on their needs or preferences:
Cardio-Respiratory Endurance:
● Skipping
Muscular Strength:
● Vertical jump
● Standing long jump
Muscular Endurance:
● Plank
● Sit-ups
● Push-ups
● Wall sit
Flexibility:
● Sit and reach
Coordination:
● Wall-ball toss
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Teacher Resource 1: Pulse Rate Conversion
Monitoring Fitness Levels: Developing Cardio-Respiratory Fitness (Page 1 of 1)
Class:
Pulse Multiplication Table in Beats per Minute (b.p.m.)
BEATS IN BEATS PER

TIMES 6
10 SECONDS MINUTE (b.p.m.)
4 x 6 24 b.p.m.
5 x 6 30 b.p.m.
6 x 6 36 b.p.m.
7 x 6 42 b.p.m.
8 x 6 48 b.p.m.
9 x 6 54 b.p.m.
10 x 6 60 b.p.m.
11 x 6 66 b.p.m.
12 x 6 72 b.p.m.
13 x 6 78 b.p.m.
14 x 6 84 b.p.m.
15 x 6 90 b.p.m.
16 x 6 96 b.p.m.
17 x 6 102 b.p.m.
18 x 6 108 b.p.m.
19 x 6 114 b.p.m.
20 x 6 120 b.p.m.
21 x 6 126 b.p.m.
}
22 x 6 132 b.p.m.
23 x 6 138 b.p.m.
24 x 6 144 b.p.m.
25 x 6 150 b.p.m. TARGET ZONE
26 x 6 156 b.p.m.
27 x 6 162 b.p.m.
28 x 6 168 b.p.m.
29 x 6 174 b.p.m.
30 x 6 180 b.p.m.
31 x 6 186 b.p.m.
32 x 6 192 b.p.m.
33 x 6 198 b.p.m.
34 x 6 204 b.p.m.
35 X 6 210 b.p.m.
220 – Age = MAXIMUM HEART RATE

If a Grade 8 student is 13 years old, then the maximum heart rate is 220 – 12 = 208 b.p.m.
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Teacher Resource 2: PACE
Class:
Everyone’s PACE looks and sounds unique. Your continuous movement may include a combination of walking and jogging or slow
tempo jogging or higher tempo jogging. How you challenge yourself to move for 20 minutes of continuous moderate to vigorous
physical activity will be based on your cardio-respiratory health-related fitness assessment information.
Why PACE yourself? To help you understand that everyone’s fitness levels are different; To help you monitor your own fitness levels;
To help you set short-term goals using F.I.T.T. training principles (i.e., Frequency [how often], Intensity [how hard], Time [how long],
Type [Cardiorespiratory Activities]) to improve Cardio-respiratory Fitness Levels.
Cardio-respiratory activities (e.g., beep test, 12 minute run, bench steps, cross-country running,
1600 metres [4 laps of a track], aerobics activities)
P PARTICIPATE Participate safely
Participate while encouraging others and interact positively
Always moving: Feet, legs, arms pumping
A ACTIVE Feel heart beating, hear breath sounds, talking is somewhat difficult
Sweating, raise in body temperature (i.e., hot)
20 minutes of sustained moderate to vigorous physical activity
Less to more vigorous physical activity examples:
Walking, speed walking can be part of your practice routine to improve personal fitness levels;
Slow tempo jog, faster tempo jog (i.e., arm swing low, feet-to-toe strike) is part of your practice
routines to improve personal fitness levels and aligns well with promote continuous moderate to
vigorous activity levels;
C CONTINUOUS Running: arms and legs are moving through a larger range of motions (i.e., leg and knee elevated
and kicks back and arms pump higher forward and backward) may be difficult to maintain for 20
minutes but can be part of a training activity (e.g., run – walk/jog [to recover] – run);
Sprinting (i.e., arm drive ears to pocket, legs and feet moving quickly and more drive off front the
front of the foot) cannot be maintained for 20 minutes but could be part of a training activity
(e.g., run – walk [to recover] – run).
Continuously monitor your fitness levels:
Monitor how you feel during activities: Talk Test and Breath Sound Check
Heart rate
Resting Heart Rate (take pulse before starting any physical activities)
E EVALUATE SELF Active Heart Rate (take pulse during physical activity)
Track Heart-Rate Recovery
Post-Activity: Take recovery heart rate after physical activity has been completed (e.g., 1 minute,
2 minutes, 5 minutes post-activity) and monitor how quickly you return to your resting heart
rate result
Think about:
●● How will you PACE yourself?
●● What motivates you to be physically active?
●● Who motivates you to be physically active?
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Teacher Resource 3: Active Living Checklist
Class:
Specific Expectations
A2.1 - Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and
cool-down activities, to the best of their ability for a minimum of twenty minutes each day [PS]
settings [PS, IS]
Success Criteria
Application Application
A1.1, A2.1 Active Participation A3.1 Safety
1. demonstrates readiness and ability to take 1. demonstrates ability to identify and apply
part behaviours that maximize the safety of
2. participates in sustained moderate to themselves and others
vigorous physical activity with appropriate
Warm-Up and Cool-Down activities for a
minimum of 20 minutes
Student Names Got It Still Working on It Got It Still Working on It

Jasmine 1 2 1
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Class:
physical education
A2.2 - recognise the difference between health-related components of physical fitness, and skill-related components, and explain
how to use training principles to enhance both components [CT]
A2.3 - assess their level of health-related fitness during various physical activities and monitor changes in fitness levels over time
[PS, CT]
Success Criteria
Application Application Communication Thinking and Inquiry
1.1 Self-Awareness 1.5 Critical and A2.2 Components of A2.3 Self-Assessment
and Self-Monitoring Creative Thinking Fitness 1. assesses personal
Skills Skills 1. recognizes levels of
1. uses 1. thinks critically the difference health- related
self-awareness and and creatively between fitness during
self-monitoring to assess levels health- and various physical
skills to maximize of health- and skill-related activities
participation in skill-related fitness components
program activities components of fitness and
explains how
to use training
principles to
enhance both
components
Still Still Still Still

Got It Working Got It Working Got It Working Got It Working
Student Names on It on It on It on It
Omar 1 1 1 1
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Health- and Skill-Related Components of Fitness: Circuits (Page 1 of 2)
Class:
Health-Related Components of Fitness

Cardio-respiratory endurance:
This is the condition reached when your lungs, heart and blood vessels work at
their best and you are able to carry out vigorous activities, requiring increased
oxygen intake, for a long period of time.
Muscle strength:
This is the maximum tension that a muscle can exert in a single contraction.
Muscles must work more than normal for strength to improve and this is achieved
by the overload system.
Muscle endurance:
This is the ability of muscles to perform repeated contractions over a period of

time. It is improved by working the muscles at a light load for a large number of
repetitions.
Flexibility:
This is the ability to move the joints and muscles easily through a range of motion.
It can be improved with slow stretching exercises.
Body composition:
This is the percentage of body fat compared with lean body mass. Body fat is best
controlled through a combination of diet and exercise.
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Skill-Related Components of Fitness

Agility:
This is the ability to change direction or the body’s position rapidly. Improves with
practice.
Balance:
This is the ability to maintain or recover equilibrium. Improves with practice.
Coordination:
This is the ability to integrate different kinds of movement into a definite pattern.
Improves slightly with practice.
Power:
This is the ability to integrate strength and speed. Improves with practice.
Reaction time:
This is the time it takes a nerve impulse to move from the brain to the muscle.
Improves with practice.
Speed:
This is the ability to increase the rate of making successful movements of the
same kind. Improves by increasing the level of difficulty of the movement.
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Teacher Resource 6: What is Physical Fitness?
Class:
For each of the following statements, select the one best answer. (For question 2 and 4, there are two answers.)
1. Physical performance means:

a) doing sports skills
b) doing physical work
c) climbing a mountain
d) all of the above
2. Which two include only components of physical fitness?

a) heart/lung endurance and flexibility
b) tennis skills and muscle strength
c) body composition and muscle endurance
d) basketball skills and muscle endurance
3. Cardio-respiratory endurance involves:

a) all of the body systems
b) only the heart
c) only the lungs
d) the heart and lungs
4. Which two of these statements are true?

a) the lungs work alone when people exercise
b) the heart is a muscle
c) oxygen is important in exercise
d) the heart works only when a person consciously directs it
5. Good physical fitness:

a) helps people be more active
b) helps people be more healthy
c) helps people keep their minds alert
d) all of the above
6. Which of these statements is not accurate?

a) few people require muscle strength
b) muscle strength in some parts of the body relates directly to health
c) muscle strength and muscle endurance are closely related
d) doing 15 push-ups demonstrates only muscle strength
7. Flexibility involves:
a) only muscles
b) muscles, tendons and ligaments
c) only ligaments
d) only tendons
8. The amount of lean mass and fat mass in the body is called:
a) body types
b) skin and fat folds
c) body composition
d) none of the above
Answers: 1 = d. 2 = a, c. 3 = d. 4 = b, c. 5 = d. 6 = a. 7 = b. 8 = c.
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Class:
Station 1
ROUND 1 – HEALTH-RELATED ROUND 2 – SKILL-RELATED
Bench steps Double Heel Click/Sprint 10m
(Cardiovascular improvement) (Speed improvement)
●● Step onto and off a bench as many times as possible for 1 ●● Jump into the air and click your heels together twice before
minute. you land.
●● Your feet should be at least 3 inches (8 centimetres) apart
when you land.

OR
●● Sprint 10 metres – accelerate up to 10 metres then decelerate
slowly coming to a stop at the 20 metre mark.
Station 2
Standing Long Jump Knees to Feet
(Muscular Strength improvement) (Power improvement)
●● Start with your toes at 0cm beside the tape measure on ●● Kneel so that your shins and knees are on a mat. Hold your
the floor. Jump and measure the distance at the heel that is arms back. Point your toes straight backward.
closest to the start point. Practise, and then record your best ●● Without curling your toes under you or rocking your body
two jumps on their fitness profiles. backward, swing your arms upward and spring to your feet.
●● Hold your position after you land.
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Station 3
Partial Curl-Ups Wall-Ball Toss
(Muscular Endurance improvement) (Coordination improvement)
●● Lie on a mat with your arms straight at your sides parallel to ●● Throw a tennis ball against a wall, from waist level, and catch
your torso, and your knees bent at 90°, your feet maintaining it with the opposite hand.
contact with the mat (floor). Perform a curl-up – curl your ●● Mark a line on the floor 1.5 metres from a smooth wall. Stand
spine, do a pelvic-tilt to flattening the lower back, pushing it behind the line and underhand the ball against the wall,
to the floor). Slide your hands along the mat in a continuous catching with the other hand.
and controlled movement and at a steady rate. Be sure to ●● Alternate hands – throw left, catch right; throw right and
keep breathing regular. catch left.
●● Complete as many curl-ups at a regular rate as you can in ●● Count each successful catch and do not use your body to
2 – 3 minutes and record the number on your fitness journal. catch the ball.
●● If you drop or miss the ball, pick it up as fast as you can and
continue on to count the next completion.
●● Record the number of catches that did not hit the floor.
Station 4
Bench Overs Ruler Catch
(Cardiovascular improvement) (Reaction time improvement)
●● Continuously hop over a bench. You may hop right over bench, ●● Point your right elbow in front of you. Your right hand, palm
hop onto bench then over, or use hands on bench depending up, should be by your right ear. (If you are left-handed, do this
on level of challenge desired. activity with your left hand.)
●● Ensure the bench has a good base of support. ●● Have a friend hold a ruler as close to the end of your elbow as
possible.
●● Quickly lower your elbow and grab the ruler in the air with
your right hand before it touches the ground.
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Station 5
Sit and Reach Backward Hops
(Flexibility improvement) (Balance improvement)
●● Sit with straight legs and with soles of feet placed flat against ●● With your eyes closed, hop backward on one foot for 5 hops.
a box or bench. Place a metre stick parallel to the floor on ●● After the last hop, hold your balance for 3 seconds.
top of the box/bench with the 25 cm mark at the front edge
of the box/bench (i.e., where your toe is, with the 0 cm mark
pointing toward you). Lean forward with arms stretched and
back straight but relaxed. With palms down, try to reach as far
along the metre stick as possible and hold the position for a
minimum of 2 seconds.
●● Stretches are done twice. It’s safer for the back if the stretch
is done with one leg straight and the other slightly bent or
with one leg bent with the foot touching the opposite inner
thigh.
●● Be sure to lower the head, relax, and breathe out in order to
maximize the distance.
●● Do not jerk or bounce.
●● Record the distance of your best reach on your fitness journal.
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Station 6
Choice of any activity Illinois Agility Run
(Agility Improvement)
List it on your fitness journal.
Set-up
●● Place 4 cones at the corners of a 10 × 5 metre rectangle to
mark the start and finish and the two turning points.
●● Place 4 other cones 3.3 metres apart along a line in the
centre, parallel to the long sides of the rectangle.

Performance
●● Lie face down (in a push-up position) at the starting point.
●● On command, jump to your feet and sprint to the top corner
cone, go around it and come back to the beginning of the

middle set of cones. Then, without stopping, weave around
the middle cones. Sprint to the other top corner, go around
the cone, and then sprint to the finish.
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Teacher Resource 8: SMART ACTION Goals Anecdotal Recording
Chart
SMART ACTION Goal Setting (Page 1 of 2)
Class:
physical education
A2.4 - develop, implement, and revise a personal plan to meet short- and long-term health-related fitness and physical activity goals
[PS, CT]
settings [PS, IS]
Success Criteria
1.1 Self-Awareness and Self-Monitoring Skills 1.5 Critical and Creative Thinking Skills
●● Uses self-awareness and self-monitoring skills to maximize ●● Thinks critically and creatively to assess levels of health- and
participation in program activities skill-related fitness components
A1.1 Active Participation A2.4 Personal Fitness Plan

●● Demonstrates readiness and ability to take part ●● Sets goals, makes decisions, and evaluates personal progress
●● Participates actively in all physical activities
A3.1 Safety
●● Monitors their own actions to ensure safety
●● Applies safety rules and safety procedures while participating
in a variety of physical activities
Student
Name Brenda
Used self-awareness and critical
thinking skills to develop personal
Observation
plans to meet short- and long-term

goals, but refused to participate
actively or demonstrate safety
behaviours.
Student
Name
Observation
Ophea 2015I I H&PE Curriculum Support Resource

8
Teacher Resource 8: SMART ACTION Goals Anecdotal Recording
Chart
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
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Class:
Station 1: Skier Hops Station 2: Bench Push-Ups

●● Jump back and forth over a line with feet parallel and close ●● Perform push-ups with feet on bench, hands on floor.
together.
Station 3: Speed Skipping Station 4: Shuttle Run

●● Forward or backward. ●● Run back and forth between two points, touching each line.
Station 5: Jumping Jacks Station 6: Hula Hooping

●● Do regular jacks, side jacks, lunge jacks. ●● Around waist, knees, and ankles.
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Station 7: Wall Push-Ups Station 8: Bench Overs

●● Slowly bring body to wall and back. Keep body tight. ●● With hands on bench, hop over from side to side.
Station 9: Bench Step-Ups Station 10: Sit-Ups

●● Step onto a bench and back down. ●● Bend knees, feet on floor, hands slide along floor.
Station 11: Standing Long Jump Station 12: Push-Up Hops

●● Jump from a line. ●● Hold push-up position with body tight.
●● Repeat, trying to beat personal record. ●● Challenge: push off, hands clap and return to push-up position.
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Station 13: Leg Raises – Side Station 14: Leg Raises – Hands and Knees
●● Lay on your side with bottom leg bent. Lift top leg up and ●● From hands and knees, lift one leg, straighten, and lower back
down. to bent, kneeling position.
●● Repeat with other leg. ●● Repeat with both legs.
Station 15: Alternate Ball Toss Station 16: Sitting Tucks

●● Toss a tennis ball from one hand to the other. ●● Sit with legs extended. Pull in toward the chest in a tuck
●● Keep ball tosses consistent, in front of eyes. position and then extend out again in while keeping legs
together.
Station 17: Vertical Jumps Station 18: Lower Abdomen

●● Jump up high and touch wall with left hand or right hand. ●● Lie on back with legs in air (can be crossed).
●● Gently lift and lower legs higher in air using lower stomach
muscles.
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Fun and Fitness (Page 1 of 2)
Class:
physical education
A1.2 - demonstrate an understanding of factors that contribute to their personal enjoyment of being active, as they participate in a
diverse range of physical activities in a variety of indoor and outdoor environments [PS, IS]
A2.1 - Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm up and
cool down activities to the best of their ability for a minimum of twenty minutes each day [PS]
settings [PS, IS]
Success Criteria
1.1 Self-Awareness and Self-Monitoring Skills 1.5 Critical and Creative Thinking Skills
●● Uses self-awareness and self-monitoring skills to maximize ●● Thinks critically and creatively to assess levels of health- and
participation in program activities skill-related fitness components
A1.1, A2.1 Active Participation A1.2 Personal Enjoyment

●● Demonstrates readiness and ability to take part ●● Identifies factors that contribute to their personal enjoyment
●● Participates actively in all physical activities of being active
A3.1 Safety
●● Monitors their own actions to ensure safety
●● Applies safety rules and safety procedures while participating
in a variety of physical activities
Student
Name Katie
Used self-awareness and critical
thinking skills to identify factors that
Observation
contribute to enjoyment of activity.
Participated actively and safely

throughout lesson.
Student
Name
Observation
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Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
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Final Personal Fitness Appraisal and SMART ACTION Goal Setting (Page 1 of 6)
Class:
Station 1: Skipping
Health-Related Fitness Component: Cardio-respiratory Endurance
Safety: Ensure area is clear when skipping.

Skip in your designated area.
Equipment: Skipping rope
Directions:
As you skip, count the number of times the rope rotates under your feet. Record this number in your Fitness
Journal.
Diagram:
Station 2: Plank
Health-Related Fitness Component: Muscular Endurance
Safety: Ensure you are keeping your back flat and in line
with your legs.
Equipment: Stop watch
Directions:
●● Lift your body off the ground using only your forearms and toes. Contract your abdominals and relax your
shoulders.
●● Hold the position without moving.
●● Time how long the position can be held. Record this time in your Fitness Journal.
Diagram:
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Station 3: Sit-Ups
Safety: Try to keep your chin up and not pressed to your

chest.
Focus on doing the sit-ups with proper form as
opposed to getting the highest number.
Equipment: Mat
Directions:
●● Lie on your back, with your knees bent and feet flat on the floor.
●● Extend arms and reach for your thigh, then touch wrists to knees.
●● Lift at least head and shoulders off the ground, then return to lying position.
●● Record the number of sit-ups performed in your Fitness Journal.
Diagram:
Station 4: Standing Long Jump

Health-Related Fitness Component: Muscular Strength
Safety: Make sure the jumping area is clear.
Equipment: Measuring tape, tape
Directions:
●● Tape measuring tape to the floor. Place a piece of tape perpendicular to the measuring tape at the zero mark.
This is the starting line.

●● Stand with your toes at the starting line.
●● Pause, then bend at your knees and bring your arms down and back.
●● Pause, then extend your legs, swing your arms forward, propelling your body forward.
●● Land on two feet.
●● Measure from your heel that is closest to the starting line.
●● Rest 10 seconds between each jump and then perform two more trials.
●● Record the best of three trials in your Fitness Journal.
Diagram:
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Station 5: Sit-and-Reach
Health-Related Fitness Component: Flexibility
Safety: Never stretch until you feel pain.
Equipment: Bench, metre sticks
Directions:
●● Place a metre stick on the bench so the 25cm mark is in line with the edge of the bench and the 0cm mark is
pointing toward you.

●● Sit in front of the bench, legs fully extended, with the soles of the feet against the legs of the bench.
●● Slowly reach forward with both arms, palms down, keeping your legs fully extended.
●● Hold for two seconds, then relax.
●● Repeat this sit-and-reach twice, and record the position of your fingers on the metre stick each time to the
nearest 0.5 cm.

●● If your knees flex, the trial is not counted, in which case you must repeat the appraisal. When finished, record
the best result in your Fitness Journal.

●● Make sure there are no quick movements and that the fingertips remain level and the legs flat.
Diagram:
Station 6: Wall Sit

Safety:
Equipment:
Directions:
●● Press back and shoulders into the wall with knees bent at a 90° angle and feet shoulder-width apart.
●● Arms are at your sides or pressed into the wall.
●● Hold this position.
Diagram:
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Station 7: Vertical Jump

Health-Related Fitness Component: Muscular Strength
Safety: Do not face knees to the wall when jumping, face

them to the side.
Equipment: Measuring tape, tape, wall, calculator
Directions:
●● Tape a measuring tape to the wall, starting at least a metre above the floor.
●● Stand sideways beside a wall and reach as high as possible when your fingers fully extended; record this
stand-and-reach height to the nearest 0.5 cm.

●● Move away from the wall slightly. Bend your knees and bring arms down and back.
●● Pause, then bend your legs and jump as high as possible, moving the arms forward and upward to touch the
wall.
●● Record how high you were able to reach in centimetres by subtracting your starting height from your
jumping height.
●● Rest 10 seconds after each jump and then perform two more trials.
●● Record the best of your three trials in your Fitness Journal.
Reprinted with the permission of Thompson Educational Publishing, from Healthy Active Living; Keep Fit, Stay Healthy, Have Fun (2007),
p. 78. For more information on this resources visit [www.thompsonbooks.com/health]
Diagram:
Ophea 2015I I H&PE Curriculum Support Resource

8
Station 8: Push-Ups
Safety: Focus on doing the push-ups well as opposed to

trying to get the highest number.
Equipment:
Directions:
Decide what push-up is best for you. When recording your information, record which push-up you performed.
Record the number of push-ups performed in your Fitness Journal.
Variations:
Push-ups
●● Keep body in a tight front support position.
●● Lower and raise the body by bending and straightening the arms.
●● Lower until the nose touches the floor.
●● Keep trunk as tight and as straight as possible.
Floor Knee Push-ups

●● Do a push up, keeping the body in a tight front support position but with the knees on the floor.
Wall Push-ups
●● Stand about a ½ metre from the wall with palms flat on the wall, arms straight and at chest height.
●● Alternate between bending and straightening the arms.
●● Try to touch your nose to the wall.
●● Keep trunk muscles as tight and as straight as possible.
●● Do not move your feet.
Diagram:
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Station 9: Wall Ball Toss

Health-Related Fitness Component: Coordination
Safety: Be aware of where you place your feet as there may

be balls rolling on the floor.
Equipment: Tennis balls, tape
Directions:
●● Mark a line on the floor 1.5 metres from a smooth wall.
●● Stand behind the line and throw a tennis ball underhand against the wall, from waist level and catch it with
the opposite hand.

●● Alternate hands – throw left, catch right; throw right and catch left.
●● Count each successful catch and do not use your body to catch the ball.
●● If you drop or miss-catch the ball, pick it up as fast as you can and continue on to count the next
completion.
●● Record the number of catches that did not hit the floor in your Fitness Journal.
Diagram:
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8
Class:
1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge
and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade
A1 - participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how personal
motivational factors can be used to encourage participation in physical activity
A2 - demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices
that contribute to healthy, active living
A3 - demonstrate responsibility for their own safety and the safety of others as they participate in physical activities
Success Criteria
Application Thinking and Inquiry Application Application
1.1, A2.3 1.5, A2.4 Personal A1.1, A2.1 Active A3.1 Safety
Self-Assessment Fitness Plan Participation 1. demonstrates
1. demonstrates 1. demonstrates 1. participates behaviours
self-awareness critical and actively according and applies
and creative thinking to their abilities procedures that
self-monitoring skills to plan, set in sustained maximize the
skills while and meet moderate to safety of themself
assessing levels short- and vigorous physical and others
of health-related long-term activity for a
fitness health-related minimum of 20
fitness goals minutes

Sheena 1 1 1 1
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Student Resource 1: Fitness Journal
Name: Date:
Keep a record of your thoughts and goals for fitness. Include your challenges, what motivates you and improvements you made.
1. What activities do you enjoy?
2. Which ones do you find challenging?
3. How can you apply these skills to activities throughout the year and in everyday life?
4. What are you doing well?
5. What are you working on?
6. What strategies are you using to improve?
Date Activity Comments

Resting heart rate:
Active heart rate:
Recovery heart rate:
Comments:
Resting heart rate:

Active heart rate:
Comments:
Resting heart rate:

Active heart rate:
Comments:
Resting heart rate:

Active heart rate:
Comments:
Resting heart rate:

Active heart rate:
Comments:
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Student Resource 2: Anticipation Guide
Name: Date:
Respond to the statements below, by circling either “Agree” or “Disagree” in the “Before Activity” column, in response to each
statement. Fill in any personal thoughts you have on this topic in the “Personal Thoughts” column. Following the activity, revisit each
statement and circle either “Agree” or “Disagree” in the “After Activity” column.
Before Activity Statements Personal Thoughts After Activity
Looking at my strengths and

Agree / Disagree weakness will help me Agree / Disagree
understand myself better.
Friends and family help me

Agree / Disagree Agree / Disagree
achieve my goals.
Recording and writing down

Agree / Disagree information is a good way to Agree / Disagree
start a fitness program.
Short-term fitness goals help

achieve long-term ones.
Setting physical activity goals

Agree / Disagree motivates me to continue to Agree / Disagree
be physically active.
Setting goals will lead to a

feeling of success.
Achieving a goal takes a lot of

practice.
The most important person in

Agree / Disagree succeeding at achieving a goal Agree / Disagree
is ME.
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PART A:
Complete your own goal setting sheet below, taking into account the following criteria:
Make sure your goal is a SMART one:

Specific (Is your goal clear?);
Measurable (How many? How much? How long?);
Attainable and Action-Oriented (What steps do you need to take to achieve your goal?);
Realistic (how likely are you to reach your goal?);
Time Sensitive (how long will it take to reach your goal?)
Complete an ACTION plan for achieving your goal. For each area of the ACTION plan, write a response. Remember, your goal should
be measurable, attainable, and realistic, so try to incorporate the F.I.T.T. training principles (frequency, intensity, type, and time) into
your responses in the ACTION chart.
Ask a peer to give you some feedback regarding your goal setting plan prior to asking for teacher feedback. Make changes if
necessary.
PART B: (at the end of each fitness unit)
Review your fitness goals, and note changes as in the appropriate area of your ACTION chart. Think about what has been easy, and
what barriers you have run into. Should you change any of your goals for the upcoming fitness unit?
Name: Date: Grade: Fitness Unit:

What health- or skill-related component of fitness will you be working on?
My SMART goal:
By the end of the year, I want to
SPECIFIC – Is your goal clear? Change of Plans! Change of Plans!

Note any changes to the plan. Note any changes to the plan.
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Area of ACTION Plan RESPONSE RESPONSE RESPONSE

Activity/Action Actions in school:
Describe the activities
or actions you plan to
undertake to achieve your
A goal. These are the “steps.” Actions out of school:
Challenges Challenges:
What challenges do you
predict?
C
Solutions: Solutions:
What might you do to
overcome the challenges?
Time
How often should you
practise your goal? How
long will it take to reach
T your goal?
Importance
Explain why it is important
for you to achieve this goal?
(i.e., benefits, positive
I outcomes, etc.)
Observation
Describe your observations
(e.g., feelings, behaviours,
thoughts) related to your
O goal.
Describe what/who
motivates you to want to
achieve this goal.
Next Step(s) or New

Plan(s)
What goal might you work
on next?
N
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Student Resource 4: Fit Card Suits
Name: Date:
SUIT PHYSICAL ACTIVITY
CLUBS
HEARTS
SPADES
DIAMONDS
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Student Resource 5: Cubes of Fitness
Name: Date:
6×6 1 2 3 4 5 6
FITNESS FUN IS DID CAN WOULD WILL MIGHT
CHICKEN JACKS TUCK JUMPS LOW ROW MOUNTAIN BOXER JOG SIT-UPS
What is the What did you do that What can you do to CLIMBERS What will you do What might stop
cardio-respiratory was active this week? make your lifestyle What would you to continue to be your participation in
1 importance of healthier? do if you had active in the future? physical activity?
WHAT endurance? more support
to participate in
physical activity?
PUSH-UPS RAISE-THE- ROOF V-HOPS PLANK BELL HOPS PULL UP SHORTS

Where is the best Where did you go Where can you go in Where would you Where will you go Where might you go
place in your as a family to do your community to buy sport or fitness for a run in your with friends to be
2 community to be something that was find out more about equipment? community? active?
WHERE active? physically active? getting involved in
physical activities?
BOX HOP WALL SIT X-JUMPS SKIER JUMPS PLUS SIGN HOPS JUMP ROPE
When is the best When did you last When can you train When would you When will you When might you
time for you to be participate in 20 to improve your monitor your fitness achieve your fitness apply the FITT
3 active? minutes of moderate health- related levels? goal by? training principles?
WHEN to vigorous physical components of
activity? fitness?
SPEED SKATER CROSS CRAWL HALF TURNS COFFEE GRINDER CHICKEN JACKS V-SIT
Who is a role Who did you work Who can help Who would you Who will challenge Who might affect
model that has with during the you become more want as a support you the most to the way you think
4 influenced your health- related physically active? to encourage be more physically about participation
WHO participation in activities? Why? participation in active and healthy? in physical activity
physical activity? activities? or on the activities
you choose?
SIT AND REACH SQUATS CRAB KICKS L &R JUMP & TWIST CALF RAISES SQUAT & KICK L
How is being How did you monitor How can you relate How would you How will you know THEN R
positive so your fitness levels? training principles to find your maximum when you have How might you be
5 important to making your goals heart rate? achieved your goal? challenged by others
HOW achieving your very specific and to not succeed
goals? clear? in achieving your
fitness goals?
HIGH JUMPER SCISSOR JUMPS CROSS CRAWL JUMP SKY- TOUCH WALL-PUSH UP WOUNDED DUCK
Why is goal setting Why did you monitor Why can fitness TOES Why will you be Why might factors
so rewarding? your pulse before, appraisal stations Why would you successful when that motivate you
6 during, and after show fitness participate in performing fitness to be physically
WHY physical activities? improvements? personal fitness appraisals? active, bring personal
appraisals? success?
Shaded area represents highest thinking level questions.
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Student Resource 6: Fun and Fitness Question of the Day
Name: Date:
Respond to four of the questions below in the space provided.
1. What are the benefits of being physically active?
2. What motivates you to be physically active on a daily basis?
3. What do you like to do that is active?
4. Who or what gives you a sense of enjoyment when being physically active?
5. How can you influence others to be physically active?
6. How do your family or friends have an effect on the activities you consider to do?
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Student Resource 7: Self-Assessment: Participation Target
Name: Date:
Draw an arrow on the target in the area that shows how close you were to being “on target” today for safe, and active participation.
Criteria:
I participated actively according to my capabilities in sustained moderate to vigourous physical activity (including the warm up and
cool down activities) for a minimum of 20 minutes, while displaying behaviours that maximized my own and others’ safety.
●● Level 1 : I wasn’t active and took regular breaks.

●● Level 2 : I was mostly active, but I had to be reminded to keep on task.
●● Level 3 : I was active, but stopped a few times.
●● Level 4 : I was active to the best of my ability for the whole class.
Level 1: Limited
Level 2: Some
Level 3: Considerable
Level 4: High degree
I

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Unit Overview

Movement Competence, Active Living

What Will the Students Learn?

of myself and others?

use training to help me reach short- and long-term fitness goals?

personal enjoyment and motivate my personal participation?

How Will I Know What the Students Have Learned?

Assessment for Learning

How Will Assessment and Instruction Be Organized For Student Learning?

Lesson 1: Monitoring Fitness Levels: Developing Cardio-Respiratory Fitness

1.1, A1.1, A2.1, A2.3

Know before you go

Lesson 2: Health- and Skill-Related Components of Fitness: Circuits

safety of themselves and others

Know before you go

Lesson 3: SMART ACTION Goal Setting

of themselves and others.

Know before you go

Lesson 4: Fun and Fitness

contribute to their personal enjoyment of being active.

Know before you go

Know before you go

By the end of this lesson, students will be able to:

● Self-monitor their active participation in sustained moderate to vigorous physical activity.

Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.

10 15 stopwatches (1 per pair)

Chart paper and markers (optional)

20 30 pencils or writing utensils (1 per student)

Teacher Resource 1: Pulse Rate Conversion

Teacher Resource 2: PACE

Teacher Resource 4: Fitness Unit Checklist

Student Resource 1: Fitness Journal

Student Resource 2: Anticipation Guide

Mission 2: Perform 30 jumping jacks as fast as you can.

Mission 4: Wall-sit for 30 seconds.

Mission 5: Perform 20 wall touches.

Discuss motivational strategies with students, such as:

● Running with a friend.

Ideas for Extension

Fitness Across the Year

By the end of this lesson, students will be able to:

Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.

Audio equipment and music (optional)

20 30 pencils or writing utensils (1 per student)

From Lesson 1: Teacher Resource 3: Active Living Checklist

From Lesson 1: Teacher Resource 4: Fitness Unit Checklist

From Lesson1: Student Resource 1: Fitness Journal

Teacher Resource 5: Health- and Skill-Related Components of Fitness

Teacher Resource 6: What is Physical Fitness?

Teacher Resource 7: Station Cards

Student Resource 3: SMART ACTION Goal Setting

Share and identify the lesson Learning Goals.

Student response: In my personal plan, I want to improve my cardio-respiratory endurance. I need to

Ideas for Extension

● This lesson may take more than one class to complete.

● Things to Consider when Setting Fitness Goals:

Goals should also be SMART:

Goals can take one of two forms:

Strategies to help ensure success:

● Assessing your strengths and weaknesses

By the end of this lesson, students will be able to:

Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.

Grade 8 | Comprehension of Fitness Concepts | SMART ACTION Goal Setting | Page 1 of 5