NICCOLE PATTON

CALIFORNIA STATE
UNIVERSITY LONG BEACH

Physical Education

December 6th, 2018

YOGA UNIT PLAN
TABLE OF CONTENTS

INTRODUCTION
EQUIPMENT
YOGA RULES
DAILY GRADING RUBRIC
LBUSD YOGA STANDARDS
PHYSICAL EDUCATION CONTENT STANDARDS
ELD CONTENT STANDARDS
LEARNING OBJECTIVES
BACKGROUND INFORMATION
SCOPE & SEQUENCE
BLOCK PLAN
NEEDS ASSESSMENT EXPLANATION
EXAMPLE ASSESSMENTS USED IN UNIT
EXAMPLE DIFFERENTIATED ASSESSMENT FOR EL STUDENTS
RESOURCES & REFERENCES

YOGA UNIT PLAN

INTRODUCTION

This unit will provide students with the foundational elements and history of yoga.
According to the CA Content Standards and Long Beach Unified School District Standards,
students should be able demonstrate movement skills, process sensory information, and describe
movement, using the vocabulary of yoga. In addition, the standards address development of
student’s creative expression, understanding of historical and cultural context, aesthetic valuing,
and understanding yoga application and connections to other subject areas.
Students will be introduced to the foundational elements and history of yoga through text
and media. Additionally, students will learn yoga terminology throughout the unit while
participating in self and peer assessments. Yoga poses and flows throughout the unit will focus
on proper alignment of the body, enhancement of breath, stronger development of coordination
and direction awareness and improvement of overall health. Lastly, students will be able to apply
this unit to future yoga techniques learned by having gained a solid foundation of proper
alignment and positions. By the end of this unit, students should be able to know and define yoga
terminology and demonstrate proper alignment, yoga foot positions, yoga arm positions, and
fundamental movements including: Dragon, Twisting Dragon, Triangle, Warrior 1, Warrior 2,
Chair, Airplane, Boat, Tree, Plank, Rock, Cross Legged Hands to Heart Center, Forward Fold,
Down Dog, River, Rocking Horse, Seated Side Bend, Pigeon, Pigeon on Your Back, Butterfly,
Happy Baby, Lunge, Pretzel or Seated Spinal Twist, Twisting Crescent, Cat/Cow, Cobra, Fish,
Bridge, Plow, Rest and Cross Legged Hands on Knees.
Students will be assessed on the newly obtained content knowledge to through a variety
of assessments. Assessments will be conducted to showcase the Cognitive, Affective, and Motor
learning domains. Students will be assessed on their yoga technical skills, artistry, knowledge of
terminology, and overall participation.

YOGA UNIT PLAN

EQUIPMENT
Equipment needed for this unit will consist of the following:
 Yoga Mats; Quantity: 1 per student

 Yoga Blocks; Quantity: 2 per student

 Stereo/Sound System; Quantity: 1

 Ipod or CD with Classical Ballet Music; Quantity: 1

YOGA UNIT PLAN

YOGA RULES
DRESS POLICY

All students must wear appropriate attire to dance class that is suited for the unit of study.
 Students are to dress in all black dance attire with the option of a cardinal red shirt.
 Please label all shoes and dancewear with student’s name so they can be easily identified.
 Yoga wear can be purchased at athletic stores and they are not to be worn outside.

Clean Loaner Clothes will be provided for students who attend class without proper yoga attire.
*Students who are a non-suit or partial non-suit will receive a 2 point deduction from their daily
participation grade.

CLASS RULES

 Be in your assigned roll call position when the bell rings and be ready for class
 Dress in proper yoga attire for class
 No street shoes are allowed on the mats
 No personal bags or electronics are allowed in class
 All personal items should be stored in personal locker
 Bottled water is allowed and encouraged to bring to class
 No gum is allowed in class
 All jewelry should be left in locker room
 A medical note is the only note accepted for non-dress
 All students are to respect themselves, others, and the teacher at all times
 Absolutely no bullying is allowed or tolerated in class

*All rules will be enforced, and any rule not followed will receive infraction(s) for that day

YOGA UNIT PLAN

DAILY GRADING RUBRIC
Daily
Yoga 5 4 3 2 1
Grading
Rubric
 - On time. - On time. - 2 or more of - 2 or more of -Non-
the following the following dress.
- Has - Has apply: apply:
notebook. notebook. - Sits
- Not on time. - Not on time. out.
- Correct - Correct
clothes to clothes to - Does not - Does not
perform yoga perform yoga have notebook. have notebook.
in. in.
- Does not - Does not
- Performs - Performs have correct have correct
yoga yoga clothes to clothes to
poses/exercises poses/exercises perform yoga perform yoga
with full effort with full effort in. in.
and focus 100- and focus 89-
90% of class 80% of class - Performs - Performs
time. time. yoga yoga
poses/exercises poses/exercises
- Not - Not with full effort with full effort
disrupting disrupting and focus 79- and focus 69-
others. others. 70% of class 60% of class
time. time.

- Not - Not
disrupting disrupting
others. others.

YOGA UNIT PLAN

SPECIFIC YOGA CONTENT STANDARDS- LBUSD

Students will:
 Demonstrate understanding and competency in using controlled movement to begin,
maintain, and end the yoga asanas. (Standard 1)

 Use body awareness and self-visualization to achieve proper position and alignment in
the yoga asanas. (Standard 2)

 Demonstrate acceptance and understanding of the etiquette of group yoga practice.

(Standard 1)

 Identify specific yoga asanas they can practice for a lifetime. (Standard 3)

 Create and implement an individualized yoga practice and continue to modify it in order
to ensure personal benefit. (Standard 3)

 Monitor and modify their independent yoga practice to ensure maximum physical and
mental benefit. (Standard 4)

 Select asanas and practice them during leisure time. (Standard 4)

 After sampling and practicing a wide variety of yoga asanas, develop an understanding of
which particular ones are best suited to their own physical development and well-being.
(Standard 5)

 Develop an appreciation of their individual strengths and limitations in relation to their

yoga practice. (Standard 6)

 Become increasingly aware of the benefit they are receiving from yoga practice (Standard
6)

 Develop an appreciation for the importance of commitment and dedication to their yoga
practice. (Standard 6)

 Develop an awareness of the beauty and harmony of their yoga practice. (Standard 7)

 Cultivate respect and appreciation of other students’ practice by honoring the community
environment of the yoga session. (Standard 8)

 Cultivate respect and appreciation for the achievements and limitations of others.
(Standard 8)

 Discuss and consider the history of yoga and its influence in today’s culture of physical
fitness. (Standard 9)
YOGA UNIT PLAN
PHYSICAL EDUCATION CONTENT STANDARDS

CA PE Course 2 Standards

 1.1 Combine and apply movement patterns, from simple to complex, in combative,
gymnastic/tumbling, and team activities.

 1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team

activities.

 1.3 Explain the skill-related components of balance, reaction time, agility, coordination,
explosive power, and speed that enhance performance levels in combative, gymnastic/
tumbling, and team activities and apply those components in performance.

 1.5 Explain the use of the principles of biomechanics, apply the principles to achieve
advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate
the performance based on use of the
principles.

 1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting
individual and team performance.

 1.7 Analyze and evaluate feedback from proprioception, from others, and from the
performance of complex motor (movement) activities to improve performance in combative,
gymnastic/tumbling, and team activities.

 1.8 Analyze and explain which training and conditioning practices have the greatest impact
on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.

 1.9 Create or modify practice/training plans based on evaluative feedback from skill
acquisition and performance in combative, gymnastic/tumbling, and team activities. 1.10
Analyze situations to determine appropriate strategies to use in combative,
gymnastic/tumbling, and team activities.

 1.11 Assess the effect/outcome of a particular performance strategy used in combative,

gymnastic/tumbling, and team activities.
 1.12 Evaluate independent learning of movement skills.

 3.1 Participate in physical activities for personal enjoyment.

 3.3 Evaluate the psychological benefits derived from regular participation in physical
activity.

 3.4 Explain and analyze the role of individual attitude, motivation, and determination in
achieving personal satisfaction from challenging physical activities.

 3.5 Evaluate and refine personal goals to improve performance in physical activities.

 3.8 Identify leadership skills, perform planned leadership assignments, and assume
spontaneous leadership roles.

 3.9 Encourage others to be supportive and inclusive of individuals of all ability levels.

YOGA UNIT PLAN

ELD STANDARDS ADDRESSED
Emerging:
PART I
1. Exchanging information/ideas Engage in conversational exchanges and express ideas on familiar
current events and academic topics by asking and answering yes-no questions and wh- questions and
responding using phrases and short sentences.
2. Interacting via written English Collaborate with peers to engage in short, grade-appropriate written
exchanges and writing projects, using technology as appropriate.
5. Listening actively Demonstrate comprehension of oral presentations and discussions on familiar
social and academic topics by asking and answering questions, with prompting and substantial support.
6. Reading/viewing closely b. Explain inferences and conclusions drawn from close reading of grade-
appropriate texts and viewing of multi- media using familiar verbs (e.g., seems that).
10. Writing b. Write brief summaries of texts and experiences by using complete sentences and key
words (e.g., from notes or graphic organizers).

PART II
3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., past, present, future,
simple, progressive) appropriate to the text type and discipline to create short texts on familiar
academic topics.
5. Modifying to add details Expand sentences with simple adverbials (e.g., adverbs, adverb phrases,
prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or
processes.
6. Connecting ideas Combine clauses in a few basic ways (e.g., creating compound sentences using and,
but, so; creating complex sentences using because) to make connections between and to join ideas (e.g.,
I want to read this book because it describes the solar system).
Expanding:
PART I
1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining
conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules,
asking and answering relevant, on-topic questions, affirming others, providing additional, relevant
information, and paraphrasing key ideas.
2. Interacting via written English Collaborate with peers to engage in increasingly complex grade-
appropriate written exchanges and writing projects, using technology as appropriate.
5. Listening actively Demonstrate comprehension of oral presentations and discussions on a variety of
social and academic topics by asking and answering questions that show thoughtful consideration of the
ideas or arguments, with moderate support.
6. Reading/viewing closely b. Explain inferences and conclusions drawn from close reading of grade-
appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g.,
indicates that, suggests, as a result).
10. Writing b. Write increasingly concise summaries of texts and experiences by using complete
sentences and key words (e.g., from notes or graphic organizers).

PART II
3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., past, present, future,
simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that
explain, describe, and summarize concrete and abstract thoughts and ideas.
5. Modifying to add details
Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional
phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or
processes.
6. Connecting ideas
Combine clauses in a growing number of ways to create compound and complex sentences that make
connections between and link concrete and abstract ideas, for ex- ample, to express a reason (e.g., He
stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She
studied all night even though she wasn’t feeling well).

Bridging:
1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining
conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules,
asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-
articulated comments and additional information.
2. Interacting via written English Collaborate with peers to engage in a variety of extended written
exchanges and complex grade-appropriate writing projects, using technology as appropriate.
5. Listening actively Demonstrate comprehension of oral presentations and discussions on a variety of
social and academic topics by asking and answering detailed and complex questions that show
thoughtful consideration of the ideas or arguments, with light support.
6. Reading/viewing closely b. Explain inferences and conclusions drawn from close reading of grade-
level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the
impression that, consequently).
10. Writing b. Write clear and coherent summaries of texts and experiences by using complete and
concise sentences and key words (e.g., from notes or graphic organizers).
PART II
3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., past, present, future,
simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to
create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences,
summarize texts and ideas, and present and critique points of view.
5. Modifying to add details Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases
and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety
of familiar and new activities and processes.
6. Connecting ideas Combine clauses in a variety of ways to create compound and complex sentences
that make connections between and link concrete and abstract ideas, for example, to make a concession
(e.g., While both characters strive for success, they each take different approaches through which to
reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as
a result of joining the workforce).

YOGA UNIT PLAN

UNIT CALENDAR
WEEK # ODD EVEN ODD EVEN ODD
Journal, Intro to Journal, Yoga Journal, Yoga
WEEK #1 Yoga, Yoga Language, Feet & Terminology, Feet
Etiquette, History Arm Poses & Arm Poses
Y: 3, 6, 9 D: 1.1, 1.2, 1.3, 1.5, D: 1.1, 1.2, 1.3, 1.5,
5.2 5.2
P: 3.9
P: 1.1, 1.2, 1.3, 1.5, P: 1.1, 1.2, 1.3, 1.5,
ELD: Adapted 1.7, 1.9, 3.9 1.7, 1.9, 3.9
articles given with
word banks. ELD: Group ELD: Partner work
discussion. for terminology.

WEEK # EVEN ODD EVEN ODD EVEN

WEEK #2 Journal, Journal,
Mental Health Warrior 1, Warrior 2,
Article Chair, Rest, Cross
Legged Hands on
Down Dog, Knees
Dragon, Twisting Y: 1, 2, 4, 6, 8
Dragon, Triangle
Y: 1, 2, 4, 6, 8 P: 1.1, 1.2, 1.3, 1.5,
1.7, 1.8, 1.9, 3.5, 3.8,
P: 1.1, 1.2, 1.3, 1.5, 3.9
1.7, 1.8, 1.9, 3.5, 3.8,
3.9
ELD: Adapted
articles given with
word banks.

WEEK # ODD EVEN ODD EVEN ODD

WEEK #3 Journal Journal Journal
Yoga for Anxiety Rock, Cross Legged River, Rocking
and Depression Hands to Heart Horse, Seated Side
Article Center, Forward Bend, Pigeon
 Y: 1, 2, 3, 4, 5, 6, 7, 8
Airplane, Boat, Fold
Tree, Plank Y: 1, 2, 3, 4, 5, 6, 7, 8 P: 1.1, 1.2, 1.3, 1.5,
Y: 1, 2, 3, 4, 5, 6, 7, 8 1.7, 1.8, 1.9, 3.5, 3.8,
P: 1.1, 1.2, 1.3, 1.5, 3.9
P: 1.1, 1.2, 1.3, 1.5, 1.7, 1.8, 1.9, 3.5, 3.8,
1.7, 1.8, 1.9, 3.5, 3.8, 3.9
3.9
ELD: Adapted
articles given with
word banks.

WEEK # EVEN ODD EVEN ODD EVEN

WEEK #4 Journal Journal
Pigeon on Your Lunge, Pretzel or
Back, Butterfly, Seated Spinal Twist,
Happy Baby Twisting Crescent
Y: 1, 2, 3, 4, 5, 6, 7, 8 Y: 1, 2, 3, 4, 5, 6, 7, 8
P: 1.1, 1.2, 1.3, 1.5, P: 1.1, 1.2, 1.3, 1.5,
1.7, 1.8, 1.9, 3.5, 3.8, 1.7, 1.8, 1.9, 3.5, 3.8,
3.9 3.9

WEEK # ODD EVEN ODD EVEN ODD

Journal
WEEK #5 Journal Journal
REVIEW ALL
Cat/Cow, Cobra, POSES PEER
Fish, Bridge, Plow Y: 1, 2, 3, 4, 5, 6, 7, 8 ASSESSMENT
Y: 1, 2, 3, 4, 5, 6, 7, 8 Y: 1, 2, 3, 4, 5, 6, 7, 8
P: 1.1, 1.2, 1.3, 1.5, P: 1.1, 1.2, 1.3, 1.5,
1.7, 1.8, 1.9, 3.5, 3.8, P: 1.1, 1.2, 1.3, 1.5,
1.7, 1.8, 1.9, 3.5, 3.8, 1.7, 1.8, 1.9, 3.5, 3.8,
3.9 3.9
3.9

WEEK # EVEN ODD EVEN ODD EVEN

WEEK #6 Journal Performance Test
Day
Terminology &
Written Test Day Unit Reflection
Y: 1, 2, 3, 4, 5, 6, 7, 8
P: 1.2, 1.3, 1.5, 1.6,
1.7, 1.8, 1.9, 1.10, P: 1.1, 1.2, 1.3, 1.5,
1.12, 3.4, 3.5 1.7, 1.8, 1.9, 3.5, 3.8,
3.9
YOGA UNIT PLAN
UNIT LEARNING OBJECTIVES

PSYCHOMOTOR OBJECTIVES

1. Students will be able to properly demonstrate controlled movements to begin, maintain

and end the yoga asanas. (LBUSD: 1, CA P.E. 1.1, 1.2 1.9)
2. Students will ensure maximum physical benefit by monitoring their individual strengths.
(LBUSD: 3, 4, 6; CA P.E. 1.1, 1.2, 1.9)
3. Students will be able to properly demonstrate and perform Dragon, Twisting Dragon,
Triangle, Warrior 1, Warrior 2, Chair, Airplane, Boat, Tree, Plank, Rock, Cross Legged
Hands to Heart Center, Forward Fold, Down Dog, River, Rocking Horse, Seated Side
Bend, Pigeon, Pigeon on Your Back, Butterfly, Happy Baby, Lunge, Pretzel or Seated
Spinal Twist, Twisting, Crescent, Cat/Cow, Cobra, Fish, Bridge, Plow, Rest and Cross
Legged Hands on Knees. (LBUSD: 1, 2, 3, 4, 5; CA P.E. 1.1, 1.2, 1.9)

COGNITIVE OBJECTIVES

1. Students will develop an understanding of yoga etiquette and terminology. (LBUSD: 1, 3,

9; CA PE: 1.5, 1.12)
2. Students will be able to identify yoga by its appropriate stylistic tone. (LBUSD: 3, 9; CA
PE: 1.5, 1.12)
3. Students will be able to describe how yoga reflects its specific cultural context. (LBUSD:
8, 9)
4. Students will be able to make connections between social changes and yoga expression.
(LBUSD: 8, 9)
5. Students will be able to apply their anatomy, physiology and physics knowledge to the
study and practice of yoga. (LBUSD: 1, 2, 3, 4, 5; CA PE: 1.5, 1.12)

AFFECTIVE OBJECTIVES
1. Following individual or group demonstrations/performances, students will be able to
support one another by respectfully applauding after each demonstration/performance.
(LBUSD: 1, 8; CA P.E. 3.1)
 2. Students will be able to assess their progression in developing yoga technique by
reflecting upon their performance in weekly journals. (LBUSD: 3, 5, 6, 7, 8, 9; CA P.E.
1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12)
3. Students will be able to generate personal goals while reflecting upon their progress
throughout the yoga unit. (LBUSD: 3, 5, 6, 7, 8, 9; CA P.E. 1.9, 1.10, 1.11, 1.12)
4. Students will be able to express their thoughts and ideas by effectively and respectfully
communicating with one another. (LBUSD: 1, 8; CA P.E. 1.7)

YOGA UNIT PLAN

SCOPE & SEQUENCE

This unit is the first unit of the whole class. It is six weeks long and has a total of fifteen
classes that the students attend before being formally assessed. Students will learn the basics of
yoga and that the fundamental purpose of yoga is to foster harmony in the body, mind, and
environment.
Many informal assessments will be done throughout the unit. Once the teacher
demonstrates the pose, they will walk around the room adjusting and evaluating the students’
progress. Students will peer assess each other checking off cues that are done and not done.
Students will self-assess each other by taking pictures or videos of them doing the poses and then
critiquing themselves. A final assessment on vocabulary and pose identification will also be
given.
Students should see a progression in their abilities and strength within the six-week unit.
The progression of applicable skills will happen quickly as this is the first time many of these
students will have done yoga.
YOGA UNIT PLAN
NEEDS ASSESSMENT EXPLANATION

As a pre-test, students will watch a video of a yoga class and name as many poses as they
can. This test will not be graded or counted towards their overall grade, yet will be looked over
to check for what they know. As a beginning class and the first real yoga unit of the curriculum,
the teacher should not expect them to know much. If the students name a few skills or none at
all, this will determine their knowledge at the start of the unit.
ELD students will be assessed the same as the other students are but may write what the
words are in their L1, as well as English if they know it. Students that provide a different
instructional challenge such as a seeing impairment, will take a verbal test specifically with the
teacher to assess their knowledge.
YOGA UNIT PLAN
EXAMPLE ASSESSMENTS

Name:___________________________
Partner’s Name:___________________
Block:___________________________

Peer Assessment
Twisting Dragon
Cues Attempt #1 Attempt #2 Comments
1. Elbows are crossed over
opposite knee.
2. Torso is twisted.
3. Palms Pressed together at
chest.

Triangle
Cues Attempt #1 Attempt #2 Comments
1. Legs are straight.
2. One hand on floor, other
arm straight in air.
3. One foot turned out, other
foot turned in.

Warrior 1
Cues Attempt #1 Attempt #2 Comments
1. Front leg bent and knee
over ankle.
2. Back heel turned out and
on the floor.
3. Arms reached straight
over head.

Chair
Cues Attempt #1 Attempt #2 Comments
1. Feet parallel and knees
together.
2. Hips lowered as sitting in
a chair.
3. Arms raised straight
along ears.

Airplane
Cues Attempt #1 Attempt #2 Comments
1. Body and legs lengthened
in opposite directions.
2. Straight legs.
3. Arms reaching out
straight.

Boat
Cues Attempt #1 Attempt #2 Comments
1. Body in “V” shape.
2. Legs straight.
3. Arms reaching straight
toward feet.

Tree
Cues Attempt #1 Attempt #2 Comments
1. Standing leg straight.
2. Bent leg at least at knee
level.
3. Arms extended and
reaching above head, palms
together.

Plank
Cues Attempt #1 Attempt #2 Comments
1. Hands placed under
shoulders.
2. Arms and legs
straightened.
3. Body in straight line, hips
not up.

Cat/Cow
Cues Attempt #1 Attempt #2 Comments
1. Hands under shoulders,
knees under hips.
2. Lift chin and drop belly
on cow.
 3. Round back and look at
belly on cat.

Fish
Cues Attempt #1 Attempt #2 Comments
1. Head rolled back on
crown.
2. Arms bent, palms flat on
ground.
3. Legs straight.

Bridge
Cues Attempt #1 Attempt #2 Comments
1. Feet flat on floor, knees
bent.
2. Hands clasped under
body.
3. Knees, hips and back in
straight diagonal.

Pigeon on Your Back

Cues Attempt #1 Attempt #2 Comments
1. Hips, back and shoulders
stay on ground.
2. Hands placed through
legs, clasping behind thigh.
3. Arms pull leg toward
body.
UNIT FINAL ASSESSMENT
YOGA TEST WORD BANK
Dragon
Twisting Dragon
Triangle
Warrior 1
Warrior 2
Chair
Airplane
Boat
Tree
Plank
Rock
Cross Legged Hands to Heart Center
Forward Fold
Down Dog
River
Rocking Horse
Seated Side Bend
Pigeon
Pigeon on Your Back
Butterfly
Happy Baby
Lunge
Pretzel or Seated Spinal Twist
Twisting Crescent
Cat/Cow
Cobra
Fish
Bridge
Plow
Rest
Cross Legged Hands on Knees
YOGA UNIT PLAN
DIFFERENTIATED ASSESSMENT FOR EL STUDENTS EXAMPLE
Name:___________________________
Partner’s Name:___________________
Block:___________________________

Peer Assessment
Twisting Dragon- Postura torciendo del dragón
Cues Attempt #1 Attempt #2 Comments
1. Elbows are crossed over
opposite knee.(Los codos se
cruzan sobre la rodilla
opuesta.)
2. Torso is twisted. (Torso
esta torcido)
3. Palms Pressed together at
chest.(Palmas presionadas
juntas en el pecho)

Triangle- Postura del Triángulo

Cues Attempt #1 Attempt #2 Comments
1. Legs are straight.
(Las piernas son rectas.)
2. One hand on floor, other
arm straight in air.
(Una mano en el suelo, la otra
mano recta en el aire.)
3. One foot turned out, other
foot turned in.
(Un pie girado, otro pie girado
hacia adentro.)

Warrior 1- Postura del Guerrero 1

Cues Attempt #1 Attempt #2 Comments
1. Front leg bent and knee
over ankle.
(Pierna delantera doblada y
rodilla sobre tobillo)
2. Back heel turned out and
on the floor.
(Detrás del talón resultó y en el
suelo)
 3. Arms reached straight
over head.
(Brazos extendidos directamente
sobre la cabeza.)

Chair- Postura de la Silla

Cues Attempt #1 Attempt #2 Comments
1. Feet parallel and knees
together.
(Pies paralelos y rodillas juntas)
2. Hips lowered as sitting in
a chair.
(Las caderas bajaron sentadas en
una silla)
3. Arms raised straight
along ears.
(Brazos levantados rectos a lo
largo de las orejas)

Airplane- Postura de Arado

Cues Attempt #1 Attempt #2 Comments
1. Body and legs lengthened
in opposite directions.
(Cuerpo y piernas alargadas en
direcciones opuestas)
2. Straight legs.
(Piernas rectas)
3. Arms reaching out
straight.
(Brazos extendidos)

Boat- Postura de la Barca

Cues Attempt #1 Attempt #2 Comments
1. Body in “V” shape.
(Cuerpo en forma de “V”)
2. Legs straight.
(Piernas rectas)
3. Arms reaching straight
toward feet.
(Brazos extendidos hacia los
pies)

Tree- Postura del Árbol

Cues Attempt #1 Attempt #2 Comments
1. Standing leg straight.
(Pierna derecha de pie)
 2. Bent leg at least at knee
level.
(Pierna doblada al menos al nivel
de la rodilla)
3. Arms extended and
reaching above head, palms
together.
(Brazos extendidos y extendidos
por encima de la cabeza, palmas
juntas)

Plank- Postura de la Tabla o Postura de la Plancha

Cues Attempt #1 Attempt #2 Comments
1. Hands placed under
shoulders.
(Manos colocadas debajo de los
hombros.)
2. Arms and legs
straightened.
(Brazos y piernas estiradas)
3. Body in straight line, hips
not up.
(Cuerpo en línea recta, caderas
no arriba)

Cat/Cow- Postura del Gato/ la Vaca

Cues Attempt #1 Attempt #2 Comments
1. Hands under shoulders,
knees under hips.
(Manos debajo de los hombros,
rodillas debajo de las caderas)
2. Lift chin and drop belly
on cow.
(Levantar la barbilla y dejar caer
el vientre sobre la vaca)
3. Round back and look at
belly on cat.
(Redondea la espalda y mira el
vientre del gato)

Fish- Postura del pez

Cues Attempt #1 Attempt #2 Comments
1. Head rolled back on
crown.
(Cabeza enrollada en corona)
 2. Arms bent, palms flat on
ground.
(Brazos doblados, palmas planas
en el suelo)
3. Legs straight.
(Piernas rectas)

Bridge- Postura del Puente

Cues Attempt #1 Attempt #2 Comments
1. Feet flat on floor, knees
bent.
(Pies planos en el suelo, rodillas
dobladas)
2. Hands clasped under
body.
(Manos entrelazadas bajo el
cuerpo)
3. Knees, hips and back in
straight diagonal.
(Rodillas, caderas y espalda en
diagonal recta)

Pigeon on Your Back- Postura de la paloma en tu espalda

Cues Attempt #1 Attempt #2 Comments
1. Hips, back and shoulders
stay on ground.
(Caderas, espalda y hombros se
quedan en el suelo)
2. Hands placed through
legs, clasping behind thigh.
(Las manos colocadas a través de
las piernas, juntándose detrás del
muslo.)
3. Arms pull leg toward
body.
(Brazos tiran de la pierna hacia el
cuerpo)

YOGA TEST WORD BANK- SPANISH

 Dragon- Postura del dragón
Twisting Dragon- Postura torciendo del dragón
Triangle- Postura del Triángulo
Warrior 1- Postura del Guerrero 1
Warrior 2- Postura del Guerrero 2
Chair- Postura de la Silla
Airplane- Postura de Arado
Boat- Postura de la Barca
Tree- Postura del Árbol
Plank- Postura de la Tabla o Postura de la Plancha
Rock- Postura o la Semilla
Cross Legged Hands to Heart Center- De piernas cruzadas centro de manos a corazón
Forward Fold- De Pie Inclinándose Hacia el Frente o Pinza de Pie
Down Dog- Postura del Perro Boca Abajo
River -Postura de la Pinza
Rocking Horse- Postura de la caballo mecedora
Seated Side Bend- Postura de curva lateral sentada
Pigeon- Postura de la Paloma
Pigeon on Your Back- Postura de la paloma en tu espalda
Butterfly- Postura de la Mariposa
Happy Baby- Postura del Bebé Feliz
Lunge- Postura el estocada
Pretzel or Seated Spinal Twist- Media Torsión
Twisting Crescent- Postura del torciendo la media luna
Cat/Cow- Postura del Gato/ la Vaca
Cobra- Postura de la Cobra
Fish- Postura del pez
Bridge- Postura del Puente
Plow- Rodillas a las orejas
Rest- Postura de Relajación
Cross Legged Hands on Knees- De piernas cruzadas manos en las rodillas