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54L - 1887 - Circuit Training Handbook - Sample - 2016 - e PDF
54L - 1887 - Circuit Training Handbook - Sample - 2016 - e PDF
54L - 1887 - Circuit Training Handbook - Sample - 2016 - e PDF
Second Edition
Revised March 2012
No part of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information
storage and retrieval system without the written permission of the author,
except where permitted by law.
2426 S. Dishman Mica Road – Spokane Valley, WA 99206 – Ph: (509) 327-3181 – F: (509) 927-8551
Table of Contents
Preface.....................................................................ii
CIRCUITS
To the Teacher ........................................................1 Category 1: Body Weight Circuits.....................................66
Circuit Training Introduction .................................2 1. Body Blaster
&LUFXLW7UDLQLQJ$GYDQWDJHVDQG%HQH¿WV ...........3
Table of Contents
Essential Information .............................................4
([HUFLVH0RGL¿FDWLRQDQG3URJUHVVLRQ
2. Fitness Frenzy
3. Jump on the Fitness Train
4. Muscle Meltdown
([HUFLVH,QWHQVLW\
Preface.....................................................................ii 5. Mush-to-Muscle
),773ULQFLSOH CIRCUITS
To the Teacher ........................................................1 6. Partner Power
Category 1: Body Weight Circuits.....................................66
7. Shape-It-Up
Circuit Training Introduction .................................2 1. Body Blaster
Circuit Training Implementation............................9 Category 2: Cognitive Circuits............................................73
&LUFXLW7UDLQLQJ$GYDQWDJHVDQG%HQH¿WV
6DIHW\DQG0DQDJHPHQW ...........3 2. Fitness Frenzy
1. Figure-It-Out
7HDFKLQJ7LSVIRU6WXGHQWV
Essential Information .............................................4 3. Jump on the Fitness Train
2. Game Show Collection
0RWLYDWLRQ
([HUFLVH0RGL¿FDWLRQDQG3URJUHVVLRQ 4. Muscle Meltdown
([HUFLVH,QWHQVLW\ 3. What’s for Dinner
5. Mush-to-Muscle
),773ULQFLSOH 4. Why Did I Eat That (Energy In vs. Energy Out)
6. Partner Power
Circuit Design .......................................................15 Category 3: Components of Fitness Circuits......................80
7. Shape-It-Up
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Circuit 1. All for Fun, Fun for All (Overall Fitness)
Training Implementation............................9
([HUFLVHWR5HVW5DWLR Category 2: Cognitive Circuits............................................73
6DIHW\DQG0DQDJHPHQW
3DWWHUQ 2. BC Blender (Body Composition)
1. Figure-It-Out
7HDFKLQJ7LSVIRU6WXGHQWV
6HOHFWLQJ([HUFLVHV 3. Body Burner (Overall Fitness)
2. Game Show Collection
0RWLYDWLRQ
%ODQN7HPSODWH 4. Calorie Burner (Cardiorespiratory Endurance)
3. What’s for Dinner
5. Fitness Fanatic (Overall Fitness)
4. Why Did I Eat That (Energy In vs. Energy Out)
Circuit Design .......................................................15 6. Full Fitness (Overall Fitness)
Category 3:Loose
Components of Fitness Circuits......................80
*RDOVDQG2EMHFWLYHV 7. Get (Flexibility)
1.
8. All for Times
Fun, Fun for AllFitness)
(Overall Fitness)
([HUFLVHWR5HVW5DWLR Good (Overall
3DWWHUQ 2. BC Blender (Body Composition)
9. Muscle Madness (Overall Fitness)
6HOHFWLQJ([HUFLVHV 3.
10. Body Burner (Overall Fitness)
Pump…Pump…Pump It Up (Muscular Strength and
%ODQN7HPSODWH 4. Calorie Burner (Cardiorespiratory Endurance)
Muscular Endurance)
5. Fitness Fanatic
11. Ultimate (Overall
Four (Overall Fitness)
Fitness)
6. Full Fitness (Overall Fitness)
Warm-ups and Cool Downs.................................19 Category 4:Loose
Fitness Measurements Circuits.......................95
7. Get (Flexibility)
1. Cardio Challenge
8. Good Times (Overall Fitness)
2.
9. Do MoreMadness
Muscle than Fuddle Through
(Overall the Shuttle
Fitness)
3. Flex, Bend, Twist and Stretch
10. Pump…Pump…Pump It Up (Muscular Strength and
4. Just WhatEndurance)
Muscular the Doctor Ordered
5. Push the Floor
11. Ultimate Four (Overall Fitness)
Warm-ups and Cool Downs.................................19 6. Sweet Sixteen
Category 4: Fitness Measurements Circuits.......................95
7. Where’s the Core
1. Cardio Challenge
2. Do More than Fuddle Through the Shuttle
3. Flex, Bend, Twist and Stretch
4. Just What the Doctor Ordered
5. Push the Floor
6. Sweet Sixteen i
7. Where’s the Core
ii
Circuit training is an organized exercise training model that The popularity of circuit training is evident throughout gyms
employs a wide variety of functional, locomotor, and motor and health clubs across the United States. People choose
movements into one traditionally, fast-paced workout. It is a to exercise using circuit training programs because of the
versatile tool that gives participants the freedom to combine HQMR\PHQWRIJURXSH[HUFLVHWKHDELOLW\WRPDLQWDLQLQGLYLGXDO
DHURELF DQDHURELF UHVLVWDQFH DQG ÀH[LELOLW\ H[HUFLVHV WR intensity levels, and the variety in exercise selection. Above
meet individual or group needs. all, many students and adults claim that circuit training is one
2
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Circuit Training
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Circuit training is one of the most popular modes of exercise; Circuit training allows partner and small group
it offers variety, promotes social interactions, and allows dynamics:
participants to exercise at individual intensity levels. Due to Advantages of exercising with partners or in
small groups:
these factors, people are exercising more in circuit training
7HDFKHUVFDQSDLUVWXGHQWVZKRDUH
SURJUDPVDQGDUHH[SHULHQFLQJSRVLWLYHKHDOWKDQG¿WQHVV
SUR¿FLHQWLQH[HUFLVHPRYHPHQWVDQG
EHQH¿WV IURP VXVWDLQHG SDUWLFLSDWLRQ :LWK WKLV LQ PLQG techniques with students who lack the skills
teachers can use circuit training as a tool to deliver intentional WRVDIHO\DQGDGHTXDWHO\SHUIRUPVSHFL¿F
¿WQHVVDQGKHOSVWXGHQWVEHFRPHPRUHDFWLYH+HUHDUHVRPH exercises. Pairing students of varying
reasons why circuit training works: DELOLW\OHYHOVSURPRWHVVRFLDOHPRWLRQDO
interactions and can help students improve
Circuit training is fun, motivating and different. It exercise form, technique and knowledge.
can incorporate: 6WXGHQWVIHHOWKDWLWLVPRUHHQMR\DEOHWR
Exercise variety exercise with their peers.
Music Circuit Training is challenging
Sports skills Students can exercise and see personal
An obstacle course improvements that are relevant to them.
Themes: Holidays, Reality TV, and Game show Students can wear pedometers to track their
steps and, at the conclusion of the circuit,
Circuit training can be individualized:
determine who achieved the most steps.
It provides opportunities for differentiated
Students can work in small groups or teams to
instruction to meet students at their ability level.
compete during circuits.
It allows students to exercise at their intensity
level while exercising with others. Circuit training can be customized based
Circuit training does not require equipment. on program variables or for desired student
outcomes with:
Circuit training can be done with a large or small
Body weight exercises
class size.
Fitness components
Circuit training allows instructors to assess and &RJQLWLYH¿WQHVVDFWLYLWLHV
work individually with students. Fitness measurements
Circuit training incorporates the exercise Sports skills
Fun and creative circuits
of several parts of the body within one
comprehensive workout.
$ERYH DOO VWXGHQWV HQMR\ FLUFXLW WUDLQLQJ EHFDXVH LW¶V IXQ
DQG \LHOGV ¿WQHVV UHVXOWV 7KH IROORZLQJ VHFWLRQV H[SODLQ
the implementation, management, and design of purposeful
circuits.
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Detailed Instruction of Exercises (continued)
The in-depth descriptions are a resource for teachers to ensure students know and use proper techniques for
each exercise. Special safety considerations for each piece of equipment are also provided in this section.
Proper Technique:
1. Feet shoulder width apart, toes pointed forward
2. Hold dumbbells at shoulder level
%DFNÀDWFKHVWKLJK
)HHWÀDWRQÀRRUZLWKNQHHVGLUHFWO\RYHUIHHW
3URSHUVTXDWGHSWKLVWKLJKVSDUDOOHOWRWKHÀRRUZLWKNQHH
MRLQWDWDGHJUHHDQJOH
6. Return to starting position using proper form
7. Inhale on downward movement, exhale on upward movement
Teaching Cues:
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Components of Fitness Trained: Muscular %DFNÀDW
strength and muscular endurance
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)HHWÀDWRQWKHÀRRU
7KLJKVSDUDOOHOWRWKHÀRRU
Vocabulary/Muscles Trained:
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4XDGULFHSV
+DPVWULQJV
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Safety Considerations:
Medicine Ball 3URYLGHDWOHDVWIHHWRIVSDFH
Medicine balls are used to develop explosive $SRWHQWLDOLQMXU\PD\RFFXULIWKHPHGLFLQHEDOOLV
dropped
power, increase core strength and can be used
&OHDUDOOREVWUXFWLRQVEHIRUHWKURZLQJWKHPHGLFLQHEDOO
to mimic many sport skills.
Proper Technique:
1. Stand back-to-back two feet from partner
2. Feet shoulder width apart
3HUVRQZLWKEDOOUDLVHVLWDERYHKLVKHUKHDGDQGKDQGVLWWR
partner
4. The partner brings the ball forward and passes it back between
legs
5. Reverse direction on signal
Teaching Cues:
6. Steady breathing throughout exercise
5HDG\SRVLWLRQ
6WDQGWZRIHHWIURPSDUWQHU
3DUWQHUPXVWEHUHDG\WRUHFHLYHWKHEDOO
before it is passed
0
30
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Fitness All
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reserved.
FITNESS FRENZY
Objective(s): Student Explanation:
1. Perform exercises at the Fitness Frenzy is a circuit that contains moderate to vigorous activities.
appropriate Intensity Levels. Burpees, rocket blasters, squat thrusts, and mountain climbers should be
2. Correctly demonstrate all SHUIRUPHGDW,QWHQVLW\/HYHORU-XPSLQJMDFNVDQGVLGHWRVLGHVNLHU
exercise movements. MXPSV VKRXOG EH SHUIRUPHG DW ,QWHQVLW\ /HYHO 7KH ÀH[LELOLW\ H[HUFLVHV
1DPHEHQH¿WVRIVWUHWFKLQJ have been inserted into the circuit to provide a short rest between high
LQWHQVLW\FRPELQDWLRQH[HUFLVHV5HPHPEHUWRSHUIRUPÀH[LELOLW\H[HUFLVHV
Equipment: DW,QWHQVLW\/HYHO:HFDQLPSURYHÀH[LELOLW\E\VWUHWFKLQJ%HLQJÀH[LELOLW\
&RQHV KHOSVXVSUHYHQWLQMXULHVUHGXFHVWUHVVDQGGHFUHDVHPXVFOHVRUHQHVV7KH
&LUFXLW&DUGV movements should be slow and controlled. Overall, this is a challenging
circuit with several high intensity exercises; try your best and apply
Key Safety & Management Tip(s): DSSURSULDWHPRGL¿FDWLRQVLIQHFHVVDU\
1. Monitor the exercise-to-rest ratio
Direction(s):
closely, this is a challenging
1. Lead students through a warm-up so they are prepared to complete
circuit. high intensity activities.
2. Explain the circuit using the student explanation above.
Station/ Fitness 3. Review proper form for all exercises.
Side-to-
Jumping Pelican Side Skier Standing
Jacks Stretch Jumps Leg Swings
67
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FIGURE-IT-OUT
Objective(s): Student Explanation:
1. Perform exercises at appropriate Figure-It-Out is a circuit training activity that will test your knowledge
Intensity Levels. and ability to perform exercises at appropriate Intensity Levels. There are
2. Perform various exercises for ¿YHVWDWLRQVLQWKLVFLUFXLWHDFKFOHDUO\PDUNHGZLWKDFRPSRQHQWRI¿WQHVV
HDFKFRPSRQHQWRI¿WQHVVDQG (Cardiorespiratory Endurance, Muscular Strength, Muscular Endurance,
LGHQWLI\WKHFRPSRQHQWRI¿WQHVV Flexibility and Body Composition). Your task at each station is to perform
DQ H[HUFLVH DW DQ DSSURSULDWH ,QWHQVLW\ /HYHO UHÀHFWLYH RI WKH VSHFL¿F
Equipment: FRPSRQHQW RI ¿WQHVV )RU LQVWDQFH LI \RX DUULYH DW WKH FDUGLRUHVSLUDWRU\
Completely at the discretion of the HQGXUDQFHVWDWLRQ\RXPLJKWSHUIRUPMXPSLQJMDFNVDW,QWHQVLW\/HYHORU
teacher. Possible equipment could be: to indicate your understanding that cardiorespiratory endurance exercises
&RQHV should be performed at a higher Intensity Level to be sustained for long
&LUFXLW7UDLQLQJ&DUGV periods. We will rotate through the circuit three times. Use your knowledge
:HLJKWEDUV of body weight and functional exercises and perform different exercises the
6WUHWFKEDQGV second and third time through.
0HGLFLQHEDOOV The body composition station will be completed by performing high
LQWHQVLW\DQDHURELFPRYHPHQWVVXFKDVPRXQWDLQFOLPEHUVVTXDWMXPSV
Key Safety & Management Tip(s): MXPSLQJOXQJHVRUURFNHWEODVWHUV7KHVHPRYHPHQWVZRUNWKHHQWLUHERG\
1. This is a cognitive circuit that thus representing body composition and should be performed at a high
should be done once students Intensity Level.
COGNITIVE CIRCUITS
understand the basic elements
of circuit training, components of Direction(s):
¿WQHVVDQG,QWHQVLW\/HYHOV ([SODLQWKHFLUFXLWREMHFWLYHVXVLQJWKHVWXGHQWH[SODQDWLRQDERYH
2. Equipment demands are at the &OHDUO\ODEHODOO¿YHVWDWLRQVHDFKZLWKRQHFRPSRQHQWRI¿WQHVV
discretion of the teacher. For 5HPLQGVWXGHQWVWKDWWKH\FDQVHOHFWDQ\H[HUFLVHWKDWUHÀHFWVWKH
instance, place stretch bands FRUUHFWFRPSRQHQWRI¿WQHVVDQGWRSHUIRUPH[HUFLVHVDWWKHFRUUHFW
or weight bars at the muscular Intensity Level.
strength and muscular endurance 4. Rotate students every 30 seconds.
stations so the students have
more choices in exercises they Assessment(s):
could perform. 1. As students complete the circuit, evaluate their exercise selection and
Intensity.
Station/Exercise
5. Body Composition
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PUSH THE FLOOR (MUSCULAR STRENGTH/MUSCULAR ENDURANCE)
6. Step Box
CRE
Step-ups
Step Box
Step-ups
Push-ups
Progressive
Knock Out
Basketball Keep Away
00
100
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OFF THE WALL (VOLLEYBALL SKILLS)
Objective(s): Student Explanation:
1. Demonstrate basic skills of 7KLVFLUFXLWFRPELQHVYROOH\EDOOVNLOOVZLWK¿WQHVVH[HUFLVHVDQGVKRXOG
volleyball. be performed at Intensity Level 3 or higher. Stations will either elevate
2. Self-assess exercises Intensity. your heart rate to improve cardiorespiratory endurance or build muscular
3. Explain how the components of strength and endurance in the muscle groups used in volleyball. Other
¿WQHVVDSSO\WRYROOH\EDOO stations will give you the opportunity to practice basic volleyball skills.
Equipment: Direction(s): :
&LUFXLW7UDLQLQJ&DUGV 1. Introduce circuit using the student explanation above.
&RQHV 2. Clarify circuit rotation (clockwise, counterclockwise).
9ROOH\EDOOV 3. Explain and demonstrate the stations.
6WUHWFK%DQGV 4. Time 30-50 seconds and then rotate students.
0HGLFLQH%DOOV 5. Complete circuit more than once.
$JLOLW\5LQJV
6WHS%R[HV Assessment(s):
6WDELOLW\%DOOV 1. Self-assess their Intensity Level at various points throughout the
0DWV circuit.
'XPEEHOOV ([SODLQZKDW&RPSRQHQWVRI)LWQHVVZLOOEHQH¿WYROOH\EDOOSOD\HUVWKH
(continued)
0
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CIRCUS ACT
Objective(s): Student Explanation:
1. Complete non-traditional tasks Circus Act is a circuit training activity that will give you an opportunity to
and activities to improve gross practice non-traditional skills. Our class goal is to cooperate amongst each
DQG¿QHPRWRUVNLOOV RWKHUKDYHIXQDQGLPSURYHRXUJURVVDQG¿QHPRWRUVNLOOV
2. Cooperate with classmates.
Direction(s):
Equipment: ([SODLQFLUFXLWREMHFWLYHXVLQJVWXGHQWH[SODQDWLRQIURPDERYH
&LUFXLW7UDLQLQJ&DUGV 2. Divide class into six groups.
&RQHV 3. Rotate students every minute.
+XOD+RRSV
6WDFNLQJ&XS6HWV 0RGL¿FDWLRQV3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV
6FDUYHV
%DODQFH%RDUGV
%HDQ%DJV
Cup Stacking Scarf Juggling Bean Bag
*\PQDVWLF0DWV
Target Toss
Key Safety & Management Tip(s):
1. Create circuit training cards for
the stations.
THEME CIRCUITS
Station/
Exercise
1. Hula Hoops
2. Cup Stacking
3. Balance Boards
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UPPER AND LOWER
Objective(s): Student Explanation:
1. Perform upper and lower body 8SSHU/RZHU LV D FLUFXLW WUDLQLQJ DFWLYLW\ WR EXLOG PXVFXODU VWUHQJWK
exercises. and muscular endurance. As you rotate through the circuit, notice how the
2. Add or decrease resistance to exercises alternate between upper and lower body. Our goal is to perform
perform 10 repetitions. UHSHWLWLRQV RI HDFK 060( H[HUFLVH DGG RU GHFUHDVH UHVLVWDQFH
accordingly to perform 10 repetitions with mild to moderate muscular
Equipment: fatigue.
&LUFXLW7UDLQLQJ&DUGV
&RQHV Direction(s):
:HLJKW%DUV ([SODLQWKHFLUFXLWREMHFWLYHVXVLQJWKHVWXGHQWH[SODQDWLRQDERYH
'XPEEHOOV 2. Perform a full-body workout using dynamic movements.
6WUHWFK%DQGV 3. Review proper form, technique, and safety considerations for all
exercises.
Key Safety & Management Tip(s):
1. Review proper form, technique, Assessment(s):
and safety expectations for each 1. Have students name a variety of upper and lower body exercises that
exercise. could be used in another upper and lower body circuit.
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ADDITIONAL CIRCUITS
Station/ Fitness
Exercise Component(s)
1. Push-ups 060(8SSHU
2. Weight Bar 060(/RZHU Push-ups Squat Stretch
Front Squats Thrusts Band Lateral
Raise
3. Weight Bar 060(8SSHU
Bicep Curls
4. Dumbbell 060(/RZHU
Suitcase
Lunges
5. Stretch Band 060(8SSHU
Lateral Raise
6. Squat 0(&RPELQDWLRQ
Thrusts Lower
Dumbbell
Weight Bar Weight Bar Suitcase
Front Squats Bicep Curls Lunges
126
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2004 Focused
Focused Fitness
Fitness All
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reserved.