Presidential Fitness Test
Author: Thomas O'Brien based on lesson by: thomas obrien 04/17/2008 05:12:00 PM EDT     TaskStream - Tools of Engagement

VITAL INFORMATION

Subject(s):    
Physical Education
        
Topic or Unit of Study:        

The students will understand the concepts related to physical fitness. These concepts include cardio, composition, flexibility, strength, and endurance for fitness. They will also understand and develop speed, agility, reaction time, coordination, and power for fitness.

The students will learn the definitions of the following words.

1. cardio

2. composition

3. flexibility

4. strength

5. endurance

6. speed

7. agility

8. reaction time

9. coordination

10. power

A worksheet will be provided containing the definitions of each word. This will be gone over at the beginning of the first lesson dealing with curl-ups.
        
Grade/Level:   
6-12, Mastery Level 2.6
        
Objective:     

The students will understand and develop cardio composition, flexibility, and endurance for fitness. They will also be able to understand what each term means.
        
Summary:       

The students will learn all of the terms and techniques that are important for physical education and the Presidential Fitness Test. These techniques will be displayed by the students during their presidential fitness tests. The students will be required to pair up into partners and complete each exercise.

These events will be found on the web site: http://www.presidentschallenge.org/educators/program_details/physical_fitness/events.aspx
        
IMPLEMENTATION

Learning Context:      
These lessons are a major component of physical education. These lessons will be a major component of their grade for physical education. Each student will be evaluated based on their performance and their behavior during each exercise.
        
Procedure:     

On Monday, the students will complete the curl-ups portion of the Presidential Fitness test. The students will be shown the correct demonstration of how to complete this test as well as the other exercises for the week.

On Tuesday, the students will be shown and complete the shuttle-run portion of the test. On Wednesday, the students will be shown how to complete the endurance run and walk. On Friday, the students will be asked to complete the pull-up portion of the test. The following Monday, the students will be shown and asked to complete the V-sit portion of the test.

As a reward the students will be allowed to play basketball, volleyball, or Frisbee football. There will be a rubric in which the students will be scored and evaluated on. They will be graded on their participation and their behavior. The rubric will be attached to this lesson.
        
Differentiated Instruction:    

The lessons will be modified based on their ability to complete each exercise during the day. Such modifications will be that the students will only have to complete certain portions of the tests. There will also be time modifications for each test. One such example will be that lessons will be extended depending on how much the students are able to complete during each time period.
        
Sample Student Products:       

Sample products will be located on the following web site: http://www.presidentschallenge.org/educators/program_details/physical_fitness/events.aspx
        
Collaboration: 
Students will work individually.
        
Time Allotment:        
5 class periods. 25 Min. per class.
        
Author's Comments & Reflections:       

Their will be handouts provided with these lessons from the web site listed above. Since each of my classes has an assistant. The teacher will have to collaborate with the aide with each of these lessons. These lessons may be modified by classroom participation and behavior. The teacher, aide, or any other staff may modify this lesson based on this web site on the standards on this web site:

http://www.presidentschallenge.org/educators/disabilities.aspx

A copy of this web site will be provided for each staff member in the class. In addition, students who have completed all of their assignments for both health and physical education will be allowed to come to gym on Fun Friday based on these criteria:

1. Appropriate behavior in ALL classes.

2. Completion of their assignments in this class.

If the students do not complete these criiteria, they will not be allowed in the gym on Fun Friday.


        
MATERIALS AND RESOURCES

Instructional Materials:       

Define:

1. cardiovascular fitness-“ Cardiovascular fitness requires the heart and blood vessels to supply the working muscles with oxygen for long periods of time.” (Bitesize revision: p.1). What are some examples of cardiovascular fitness?

2. Composition is the composition of one’s own body. In other words, what is your body composed of?

3. flexibility-“ Is an important part of fitness that we need to keep into our old age. Babies have a natural suppleness and can suck their toes (not that as a teenager you would probably want to do this still), we lose flexibility as we grow older. We should always remember to warm up before competition to stretch our muscles and tendons.” (Bitesize revision: p.1). Why is it important that we have flexibility in our body?

4. strength-“Is normally measured by the amount of weight the muscles can lift, or applying a force against a resistance.” (Bitesize revision: p.2). How do we use strength when it comes to physical fitness? Is it important for someone to have strength when they are exercising?

5. endurance-Endurance is how long you can obtain doing a certain activity. Think of a runner that is running a cross country race. He/she needs endurance in order to be able to compete.

6. speed-“Is the ability to perform a movement or cover a distance in a short period of time. It is not just leg speed, that a sprinter would have, but athletes throwing a javelin require arm speed as well” (Bitesize revision: p.4).

7. agility-Is the ability to change the direction of the body quickly. Goalkeepers and gymnasts are good examples of people who have this ability” (Bitesize revision: p.4). Do runners and basketball players need to have agility while running a race or playing a game?

8. reaction time-“Is the time it takes to respond to a stimulus. The stimulus could be a starting pistol, or a ball being returned over the net in tennis, or a goalkeeper moving to get her body in line with the ball to save a shot in hockey, or a slip fielder catching a ball. In a car, the driver is reacting all the time to different stimuli and poor reaction time could lead to a crash” (Bitesize revision: p.4). Why is it important to have reaction time in your daily life? Please provide some examples.

9. coordination-“Is the ability to use different senses and body parts together. Hand/eye co-ordination is needed when hitting a moving ball in tennis, cricket and baseball. Foot/eye co-ordination is needed when volleying a football” (Bitesize revision: p.4). Why is it important to have good hand and eye coordination?

10. power-“In simple terms this is "strength x speed" or doing strength movements quickly. A shot putter uses power when moving a shot from his/her neck. A high jumper needs power in his/her legs to lift their body, vertically, over the bar. A weight lifter powers the bar up over his head.” (Bitesize revision: p.4).Why is power important when it comes to physical education?

Retrieved April 17th from the website: http://www.bbc.co.uk/schools/gcsebitesize/pe/fitness/fitnessrev5.shtml

        
Resources:     

    * Materials and resources:
      Handouts from various web sites will be provided. These web sites are located in the lesson.

        
STANDARDS & ASSESSMENT

Standards:     
                                                                       
NJ- New Jersey Core Curriculum Content Standards
        • Subject : Comprehensive Health and Physical Education (2004)
        • Standard 2.6:  (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
        • Range/Grade Level 0:  Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
        • Strand A: Fitness and Physical Activity
       
 Cumulative Progress Indicator 1 :  Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity.
       
 Cumulative Progress Indicator 2: Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time.
       
 Cumulative Progress Indicator 3: Predict how factors such as health status, interests, environmental conditions, and available time impact personal fitness.
       
 Cumulative Progress Indicator 4 : Analyze the positive and negative impacts of technological advances on exercise, health, and fitness.
       
 Cumulative Progress Indicator 5 : Describe ways to achieve a healthy body composition through healthy eating and physical activity.
       
 Cumulative Progress Indicator 6 : Distinguish between facts and fallacies regarding the marketing of fitness products, services, and information.
        • Strand B : Training
       
 Cumulative Progress Indicator 1: Recognize signs and symptoms that warrant exercise termination and possible follow- up with a healthcare professional.
       
 Cumulative Progress Indicator 2: Apply training principles to establish a progression of activity that will improve each component of fitness.
       
 Cumulative Progress Indicator 3 : Describe and demonstrate various training methods, including isotonic, isometric, interval, and circuit methods.
       
 Cumulative Progress Indicator 4 :  Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic steroids and other performance enhancing substances.
        • Strand C :  Achieving and Assessing Fitness
       
 Cumulative Progress Indicator 1 : Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness.
       
 Cumulative Progress Indicator 2:  Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate.
       
 Cumulative Progress Indicator 3 : Monitor physiological responses before, during and after exercise and compare changes.
       
 Cumulative Progress Indicator 4 : Use health data and information from internal and external sources to develop a personal fitness plan, and use technology to evaluate the implementation and outcomes of the plan.
       
 Cumulative Progress Indicator 5:  Demonstrate age- and gender-specific progress towards improving each component of fitness.
        • Range/Grade Level 0:  Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
        • Strand A :  Fitness and Physical Activity
       
 Cumulative Progress Indicator 1: Predict the short- and long-term physical, social, and emotional benefits and potential problems associated with regular physical activity.
       
 Cumulative Progress Indicator 2:  Summarize the causes, influences, and responses of body systems during exercise.
       
 Cumulative Progress Indicator 3: Describe how preventive healthcare, physiological monitoring, hydration, a safe environment, and exercising with a partner contribute to safe fitness activities.
       
 Cumulative Progress Indicator 4: Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition.
        • Strand B : Training
       
 Cumulative Progress Indicator 1 :  Develop and implement a training program to maximize health benefits and prevent exercise-related injuries and illnesses.
       
 Cumulative Progress Indicator 2 : Apply training principles to establish a progression of activity that will improve each component of fitness and justify the use of each principle.
       
 Cumulative Progress Indicator 3 : Compare and contrast the use of drugs, fitness products, and fads to achieve fitness.
        • Strand C :  Achieving and Assessing Fitness
       
 Cumulative Progress Indicator 2 :  Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and modify exercise appropriately in response.
       
 Cumulative Progress Indicator 3: Assess personal level of fitness, design a personal fitness plan considering current health and fitness status, goals and interests, skill level, accessibility and costs, and use technology to implement, monitor, and evaluate the plan.
       
 Cumulative Progress Indicator 4 : Demonstrate age and gender-specific progress towards the achievement of fitness goals for each component of health-related and skill-related fitness.
       
 Cumulative Progress Indicator 5 :  Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and disability.
       
 Cumulative Progress Indicator 6 : Discuss the use of body mass index, body fat percentage, and fat deposition as measures of fitness.
       
 Cumulative Progress Indicator 1 : Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness.