3-Part Lesson Plan for PAF401 (Equipment-Less Workouts)_Andrew K.

Unit/Conceptual Focus: Training Functional Movement Patterns

Based on PAF401 (Grade 12 - Healthy Living and Personal and Fitness Activities)
Lesson #: 4 Focus: Equipment-Less Workouts Total Time: 70mins
Curriculum Expectations: (List overall and specific expectations)

Overall Expectations
Active Living:
- A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an
understanding of factors that can influence and support their participation in physical activity now and
throughout their lives (Ontario, G. of., 2015, p. 148)
- A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness
concepts and practices that contribute to healthy, active living (Ontario, G. of., 2015, p. 148)

Movement Competence:
- B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and
applying movement concepts as appropriate, as they engage in a variety of physical activities (Ontario, G.
of., 2015, p. 151)

Specific Expectations
Active Living:
- A1.1 actively participate in physical activities in a variety of settings, choosing from a wide and varied
range of activities [PS, IS] (Ontario, G. of., 2015, p. 148)
- A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that
contribute to creating a rewarding and enjoyable activity environment, and display leader-ship while
participating in physical activities [PS, IS, CT] (Ontario, G. of., 2015, p. 149)
- A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for
a minimum of twenty minutes [PS] (Ontario, G. of., 2015, p. 149)
- A2.2 evaluate the effectiveness of various physical activity and fitness programs, approaches, and types of
fitness equipment for achieving specific personal physical activity and fitness goals [PS, CT] (Ontario, G. of.,
2015, p. 149)
- A2.3 assess their level of health-related fitness and monitor changes related to their personal fitness and
activity goals [PS, CT] (Ontario, G. of., 2015, p. 149)

Movement Competence:
- B1.1 perform stability and locomotor skills in combination in a variety of physical activities while
responding to external stimuli [PS, IS, CT] (Ontario, G. of., 2015, p. 151)
- B1.3 demonstrate an understanding of the phases of movement (e.g., preparation, execution,
followthrough) and apply this understanding to refine skills as they participate in a variety of physical
activities, with an emphasis on individual and lifelong activities [PS, CT] (Ontario, G. of., 2015, p. 152)

Learning Goals: (In student-friendly language)

We are learning to:
- Train our important muscle groups without the use of expensive equipment/machines
- Understand the types of movements which build certain large muscle groups
- Appreciate the joy and benefits of group physical activity
Guiding Questions: (List 2-3 questions that frame student’s learning)
- What movements are key to performing a successful Goblet Squat (GS), Romanian DeadLift (RDL), and
Hanging Row (HR)?
- What muscle groups does a GS, RDL, and HR train (and why are they important)?
- How might you adapt the exercises and activities learned today to be able to perform them at home?

Time: Before: Minds On (Establish a positive learning environment, connecting to Materials

prior learning or experiences, setting the context for learning – can be warm
up/fitness blast specific to game/sport for activity based class)
Timekeeping device
5mins A. Warmup (ex. stopwatch)
- Students lineup along the baseline, and perform these exercises (with
the teacher demonstrating and performing each exercise):
1. Jog from the baseline to the opposite wall, and jog back (twice)
2. Rotating arm circles (while walking) towards the opposite wall,
and jog back
3. Reverse rotating arm circles (while walking towards the
opposite wall), and jog back
4. Forward lunges towards the opposite wall of the gym, and jog
back
5. Side lunges towards the opposite wall of the gym, and jog back
6. Leg sweeps towards the opposite wall of the gym, and jog back
7. 10 stationary squats
8. 2-Legged bound jumps (similar to consecutive broad jumps)
towards net, and jog back
9. 20 jumping jacks
10. High knees for 30 seconds

Time: During: Action! (Introducing new learning or extending/reinforcing prior Materials

learning, providing opportunities for practice and application for learning)

15mins A. Activity #1 - Pushup, Plank, & Wall-Sit Testing Timekeeping device

- Teacher demonstrates the proper form for each exercise, and reviews (ex. stopwatch)
the cues for each exercise (covered in a previous lesson):
Pushups Writing device to
1. Your head, back, and legs should be in a straight line record student
2. Hands are shoulder width apart, and by your chest scores (ex. laptop)
3. Keep your elbows tucked in towards your body
4. Descend until your chest reaches approximately 2 inches from the Relatively small
ground, then proceed to push up (extend your arms) object with
Plank significant mass (ex.
1. Your head, back, and legs should be in a straight line backpack with books
2. Arms make a triangle shape on the ground inside)
3. This is an isometric exercise, so no bouncing or moving once engaged
Wall-Sit Stable hanging ropes
1. Flat back against the wall (ex. park swings)
2. Your knee bend should be approximately 90 degrees
3. Feet pointed forward, and firmly pressed against the floor
 - Teacher provides feedback on technique and form for all exercises 1-2m long sturdy
- Teacher records all student scores pole (ex. hockey
- Improvements to student scores (compared to baselines measured stick)
earlier in term) will contribute to the summative evaluation of students

20mins B. Activity #2 - Teaching the GS, RDL, HR Exercise

- Teacher stands in the front of the room (facing the students),
demonstrating and explaining the cues of each exercise
Goblet Squat (GS)
“The main muscle group targeted with this exercise is the quadriceps”
1. Start with your feet shoulder-width apart
2. Grab your load (ex. backpack with books inside) and hold it with both
hands at your chest
3. Keep your back straight and tall, while you descend towards the
ground (as if you were sitting in a chair)
4. Pause when your knees reach approximately 90 degrees, and proceed
to explode up (back to your starting position)
*Repeat this pattern for 8 reps*

Romanian DeadLift (RDL)

“The main muscle group targeted with this exercise is the hamstrings”
1. Start with your feet shoulder-width apart, with a slight bend at your
knees
2. Grab your load (ex. backpack with books inside) and hold it with both
hands in front of your waist
3. Engage your core (covered in previous lesson) and hinge at your hips,
moving your chest towards the ground (also lowering the load towards
the ground), while maintaining a straight back, with a slight bend at
your knees
4. Once you feel a significant stretch in your hamstrings (back of your
upper leg), you thrust your hips forward and move back into your
starting position
*Repeat this pattern for 10 reps*

Hanging Rows (HR)

“The main muscle group targeted with this exercise is the latissimus dorsi”
1. Grab 2 hanging ropes (ex. chains of a park swing) with each hand
2. While keeping your head, back, and legs in a straight line, walk your
body down (so you are more parallel to the ground)
- “The more parallel (to the ground) you make your body, the
harder the exercise will be”
3. Pull yourself up away from the ground (so your hands are close to your
chest), then slowly lower yourself closer to the ground (this arm
extension should last about 3 seconds)
4. Once you reach full arm extension, quickly contract/flex your arms so
they are close to your chest again
*Repeat this pattern (steps 3-4) for 12 reps*

*Repeat this entire superset (all 3 exercises) another 2 times*

20mins C. Activity #4 - Bear Crawl Tug Game
- Teachers assigns each student a partner (of similar size/strength)
- The game involves students competing against each other (1v1)
- Students attempt to make the opposing player lose balance and drop
their knees to the ground, the first person to do so (i.e. make their
opponent fall) wins
- Students start on all 4s (hands and feet on the ground), but with their
knees raised off the ground
- With one hand, each competitor grabs one end of a pole (ex. hockey
stick), and attempts to push and pull the pole to cause the other
student to lose balance
- Students should start each game approximately 2m apart
- A full match is played best ⅗
- Once the first round of matches is over, students will choose another
opponent to compete against
- Teacher facilitates 7 rounds of matches
- The student with the most victories is declared the winner, and
receives a round of applause

- At the end of the activity, ask students these questions to spark

discussion:
1. What strategies yielded success in the Bear Crawl Tug Game?
2. What muscles were most useful/used in the activity?
3. Which of today’s exercises would have helped a student train
for this event (and why)?

Time: After: Consolidation & Connection (Helping students demonstrate what they Materials
have learned, providing opportunities for consolidation and reflection)

10mins A. Consolidation “What, Why, How?” Card

Writing devices:
- Students are asked to submit short (150-250 words) written or typed
laptop, or pen and
responses to the following question (before they exit the class):
paper
- What have you learned from today’s class, why is it important,
and how will you incorporate it in your life moving forward?

Based on observations, teacher assigns each student a mark out of 10 based

on their participation and effort exhibited in class

Teacher also asks each student to self-evaluate their effort and participation
- Both marks are recorded and submitted to webmarks

Assessment Opportunities
Assessment for learning (formative)
- Pushup, Plank, and Wall-Sit testing
- “What, Why, How?” Card
Assessment as learning (formative)
- Teacher feedback on form and technique during Pushup, Plank, and Wall-Sit testing
Assessment of learning (summative)
- Improvements in Pushup, Plank, and Wall-Sit testing (compared to baseline measured earlier in term)
- Teacher observations
- Student self-assessment of effort and participation
Next Steps
- Our next lesson will teach students how to create workout programs for specific sports/purposes
- Questions for students to think about:
- How could the exercises done today contribute to a vertical training program?
- Which exercises would fit best in a program to train endurance?

Self-Reflection
What parts of your lesson were successful in helping your students understand the Big Idea(s)?
What instructional decisions were successful in meeting the needs of all students?
Reflect on your planning and delivery of the lesson and record any changes/modifications that you might
make as you continue to move forward with unit lesson delivery.

References

Ontario, G. of. (n.d.). Health and Physical Education. Government of Ontario. Retrieved

October 7, 2020, from http://www.edu.gov.on.ca/eng/curriculum/secondary/health.html