A Secondary Lesson on Stress & Working Out

Generic Level of Skill Proficiency 

Control - Utilization

Generic Topic

Utilization of cardiovascular and resistance training, as it aligns with personal fitness SMART Goals

Essential Questions

What is stress?
​How does stress affect our daily lives?

Learning Objectives

PSYCHOMOTOR: Most students will be able to demonstrate a proper ten-minute, at a minimum, cardiovascular endurance warm-up on any piece of cardio equipment of their choice, before beginning any other part of their workout. 
COGNITIVE: Most students will be able to read and discuss the article about stress relief and the benefits workout out has on stress, during our chalk-talk session of the lesson. 
AFFECTIVE: Most students will be able to find and work with a friend during exercises that may require assistance by a spotter, such as bench-press, or for any medicine ball activities done during class.
HEALTH-RELATED FITNESS: Most students will be able to demonstrate a well-rounded workout with cardiovascular and resistance training that aligns with their personal SMART Goals, as well as a flexibility cool-down, by the end of class. 

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
​Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Equipment & Materials Needed

• Student workout logs
• Pencils
• Stress Article (see Google Classroom posting) 
• Whiteboard markers 
• Wipes/spray to clean fitness equipment
• Speaker for workout music

Overall Safety Considerations 

• Making sure everyone is using the equipment with proper form and technique
• Proper spotting on weight lifting exercises, when necessary 
• Require sneakers on all equipment -- students without sneakers may utilize an upright bike
• Use of ladder, jump ropes, medicine balls, foam roller, etc. should only be used in the open areas of the fitness center
• Utilize safety clips on the treadmills

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Modifications for Differently-Abled Students

All exercises can be modified, as needed. 

Assessments

Students will have read stress article prior to class. Formal assessment will be completed as students complete their workout logs. Informal assessment will be done primarily during the chalk-talk and closure of the lesson, but as the teacher moves throughout the fitness center, informal discussions and observations will occur. 

Who

__X__ Teacher
_____  Peer
​__X__ Self

Formal 

_____ Rubric
​_____ Checklist
_____ Student Record (Self-Report)
_____ Homework Assignment
_____ Quiz/Exam
_____ Student Project 
_____ Journal
__X__ Portfolio
__X__ Performance Tasks

Informal

__X__ Question & Answer
_____ Survey
__X__ Teacher Observation/Feedback

Specific Parts of the Lesson

Organization & Management of Class
Instant Activity: Students will enter the fitness center, locate their workout log, ensure they have read the stress article (posted for homework on Google Classroom), and will engage in a cardiovascular endurance warm-up of their choice
Students will be called to the whiteboard for an informal assessment and discussion on the stress article.
Informal assessment:

• Who has experienced stress?
• Who has a stress management technique they turn to when they feel overwhelmed? (allow students to share)

Discussion questions regarding the article to include;

• What is stress? 
• What can be a cause of stress?
• What are some coping strategies for stress?
• How might exercise influence one's stress level?

Core of Lesson: Students will engage in 20-minutes of cardio (choice) and then will engage in exercises that align with their previously designed, fitness SMART Goals. The muscle groups are dependent on when the lesson falls in the week (muscle group #1: chest, triceps, abdominals, calves; muscle group #2: back, biceps, quads, and hamstrings). Students will engage in a flexibility cool-down prior to being called together for a class closure.  
Extensions:

• Increase speed/intensity on cardiovascular training
• Increase weight on resistance training

Refinements:

• Decrease speed/intensity on cardiovascular training
• Decrease weight on resistance training

Closure: Students will meet back at the whiteboard. Teacher should review definition of stress, factors that could influence stress, and coping mechanisms. Teacher will ensure students do not have any questions. Additionally, the teacher should ask for exercises that students completed for the required muscle group of the day (example: "someone give me an example of a quadricep exercise you engaged in today during class?")