FITNESS WALKING UNIT PLAN

For Secondary Physical Education Programs

Table of Contents Overview Goal Entry Skills Knowledge Population Physical Cognitive Affective Other Factors Instructional Analysis Final Content Worksheets

Overview The purpose of fitness walking on the secondary level is twofold; 1) to increase heart rate and 2) to introduce a lifelong physical activity young people can participate in independently. This unit is one part of a comprehensive physical education program. Fitness walking is relatively new for secondary education physical education programs as more school are emphasizing fitness rather than sport. Although many instructors know how to walk briskly, many lack formal subject content knowledge in fitness walking.

The Benefits of walking vs. other elected activity classes There are several benefits of walking. It is desirable for many of our students because it is non-competitive in nature, less showy, and does not require great athletic skill. It’s a great way to increase heart rate, and maintain target heart rate, which can be reached by high-intensity walks. Walking reduces impact on joints, reduces stress, increases cardiorespiratory stamina, and even prevents injuries. Vigorous, walks for distance, and walking for time, rather than “sprints,” “short-bursts of energy,” are how fitness walking reaches the same physiological benefits of running. To see weight and fat loss walkers would have to maintain target heart at least 4 to 5 days a week for 20-30 minute durations. Encourage your students to walk vigorously as often as possible.

Goal

After eighteen classes lasting 45 minutes of introductory fitness walking, the student will be able to: speed walk 2 to 3 days a week, 20 to 30 minutes a session; perform a series of muscular strength and endurance exercises 2 to 3 days a week, 20 to 30 minutes a session, demonstrate a positive attitude (congratulating fellow walkers, continuing to participate in other fitness activities); demonstrate good communication (encouraging fellow walkers); be able to explain the benefits of benefits of a fitness walking program.

Entry Skills, Knowledge, Population (Age, Characteristics, Sex), Other factors

Skills Because there is a wide range of height and weight, strength and cardiorespiratory endurance will greatly vary. Boys may be stronger than girls, while some girls may still be stronger than boys. Cultural influences may determine prior skill knowledge and exposure to fitness walking. Girls usually more interested in fitness physical activities than boys at this age. Activity during youth has an impact on adult activity levels. Knowledge Students want instant results and to be told exactly the distance they’re to walk or for how much time. They are goal oriented. Both the boys and girls want to “connect” and to be inclusive with their classmates during class time. They have a desire to learn the reason why their participating in an activity, what the benefits are gained and are confident in their quests. Population There will be students aging from 14-19 years old. The number of students has not yet been determined. Ethnic and socioeconomic status has not been determined. Physical 1. Teenagers need an average of 2,000 calories a day, so nutrition is essential for growth. 2. There is a wide distribution of height and weight among adolescents. Early maturing adolescents of both sexes are generally heavier and taller for their age than average or late maturing students. 3. Teenagers are fairly healthy due to immunizations. 4. Growth enables improved muscle development and motor skills. 5. Display shyness, blushing, and modesty. 6. Girls develop physically sooner than boys. 7. Increased interest in sex. 8. Movement toward heterosexuality with fears of homosexuality. 9. Concerns regarding physical and sexual attractiveness to others. 10.Frequently changing relationships. 11.Worries about being normal.

Cognitive 1. Many adolescents have an intense preoccupation with one’s own feelings and lack of connection to feelings of others. 2. Some teenagers have an imaginary audience -the belief that they are the focus of others’ thinking and attention. 3. Several adolescents believe that no one else can possibly understand one’s feelings and experiences because they are unique. 4. Illusion of invulnerability or the belief that bad things only happen to other people. 5. Mostly interested in present, with limited thoughts of the future. 6. Intellectual interests expand and gain in importance. 7. Greater ability to do work (physical, mental, emotional).

Affective

1. Rule and limit testing 2. Capacity for abstract thought 3. Development of ideals and selection of role models 4. More consistent evidence of conscience 5. Experimentation with sex and drugs (cigarettes, alcohol, and marijuana) Other factors 1. Eighteen meetings. 2. 50 minutes each. 3. Students are between fourteen and nineteen years old. 4. Location is either outside or indoor track, a concourse, anywhere people can walk! 5. Other students may be involved with other activities in the locale of the class. 6. There are mats, walking poles, possibly hand weights.

Instructional Analysis A. Possible Content Considered 1.Psychomotor Short and Easy: strolling 25 minutes, master correct arm swing. Medium and Steady: stroll 5 minutes, walk 10 minutes, stroll 5 minutes, walk ten minutes. Medium and Quick: walk 5 minutes, stride out 15 minutes, walk 10 minutes. Short and Fast: sprint 5 intervals of 15 seconds each, rest 30-60 seconds; sprint up to 10 intervals of 30 seconds each, rest 30-60 seconds in between. Long and Steady: walk continuously for entire class period. Circuit Training: Intervals of walking and jogging, balance, strength, agility, coordination, speedwork, Training stimulus exercises: 2. Affective Attitude: acceptance of the activity, increase measured proficiency from pre-test to post-testing,. Listening skills: to listen (for) instruction(s). Communication skills: to respond to, to support, encouraging fellow classmates. 3. Cognitive Synthesis: Appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate. Recollection: Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. Analysis: Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. B. Final Content 1. Psychomotor 2. Affective 3. Cognitive 18 day Lesson Plan for you to follow

Monday week 1 Wednesday week 1 In classroom In classroom Student’s complete pre-course health Handout course outlines to new assessment students, & take attendance. Teaching target heart rate formula after Review Resting Heart Rate (RHR) and twenty minutes in class take resting accept homework assignments. heart rate. Discuss Target Heart Rate (THR). Discuss importance of walking, Cover abdominal (bent knee curl), location(s) for unit, equipment and push-up, and flexibility technique. devises, homework assignments Show students around facility and location of AEDs. Monday week 2 Wednesday week 2 Start recording attendance today. Take attendance. Ice-breaker activity. Ice-breaker activity. Explain walking rules, safety, & Stretch 5-10 minutes. Revisit walking designate buddy system. Dynamic rules, safety, & designate buddy stretch. system. Get students to walk half a mile (3 laps Get students to walk half a mile (3 laps in Worthen, 4 laps in Field and Sports in Worthen, or 4 laps in Field and building, HP to Riverside and back.) Sports building, or HP to tennis courts Back to classroom. Cover abdominal then behind Lafollete and back to HP) (bent knee curl), push-up, and flexibility Back to classroom. Cover abdominal technique. Stretch. Dismiss. (bent knee curl), push-up, and flexibility technique. Stretch. Dismiss.

Monday week 3 Wednesday week 3 Take attendance. Pass out Fitness Take attendance. Pass out Fitness Profile forms and pencils. Dynamic Profile forms and pencils. Dynamic stretch. In classroom testing today. stretch. 1 mile walk on the Field and Complete tests. Retrieve pencils and Sports track today. Complete tests. forms. You hold onto them for the Split class into 2 heats. Buddy students semester. Contact Amy Shaffer at (2). Record partners time and laps. 285-4453 to schedule computer time. Retrieve pencils and forms. You hold Room 225. onto them for the semester. You use Blackboard or Gradebook to record points from fitness testing (10 points). Monday week 4 Wednesday week 4 Meet students in classroom. Handout Take attendance. Warm/up with a fitness profile forms. Escort student dynamic stretch. Increase walking upstairs to HP 225 at scheduled time to distance to 20-30 minutes. Walk enter fitness testing data onto their LaFollette loop.1 minute push-ups and Gradebook. Retrieve all fitness profile abdominal exercises. Stretch. Dismiss. forms from students. Use your Blackboard or Gradebook to record points from data entry (5 points). Time permitting walk around Lafollette loop for 1 mile. You use Blackboard or Gradebook to record points from fitness testing. Monday week 5 Wednesday week 5 Take attendance. Homework- Read Take attendance. Discuss chap. 4/ chapter 4 in textbook. Warm/up. fitness walking. Warm/up. Walk for Increase walking distance to 20-30 distance 20-30 minutes. Walk around minutes. Walk to down McKinley. Left Muncie historic neighborhood (see on Riverside. Left on New York. Left on BSU President’s mansion) Stretch. Neely. Right on McKinley. Make to Dismiss. classroom. Stretch. Dismiss. Monday week 6 Wednesday week 6 Take attendance. Assign pedometer Take attendance. Dynamic stretch. log p. 141- 3 days for 2 weeks (6 days). Interval train. Walk slowly to moderate Dynamic stretch. Interval train. Walk to fast for 30 minutes. Push-ups. Abs. slowly to moderate to fast for 30 Stretch. Dismiss. minutes. Push-ups. Abs. Stretch. Dismiss.

Monday week 7 Wednesday week 7 Take attendance. Interval train. Walk Take attendance. Collect pedometer moderately to fast for 30 minutes. log assignment. You use Blackboard or Push-ups. Abs. Stretch. Dismiss. Walk Gradebook to record points from through the village. pedometer log homework assignment. Walk to the football stadium. Monday week 8 Wednesday week 8 Take attendance. Play poker card Take attendance. Dynamic stretch. game and add in calisthenics to game Walk moderate to brisk level 35 on Lafollette Loop. minutes. Stretch lead by 2 students. Dismiss. Walk to Minnetrista. Monday week 9 Wednesday week 9 Take attendance. Possible class swap Take attendance. Possible class swap with an aerobics instructor (talk to with an aerobics instructor. Wayenberg, Hobley, or Powers). If not, repeat class week 8. Monday week 10 Wednesday week 10 Bring stopwatch to class. Take Take attendance. Play card game and attendance. Mid-semester walk, push- add in calisthenics to game. ups, and abdominal tests. Monday week 11 Wednesday week 11 Take attendance. Try to get outside Take attendance. Take attendance. still. Stretch.Walk for 30 minutes. Try to get outside still. Stretch.Walk for Stretch. Dismiss 30 minutes. Stretch. Dismiss Monday week 12 Wednesday week 12 Take attendance. Play world trivia Retrieve ExerStrider walking sticks with game and walk 40 minutes in Worthen cart in Aerobics hallway. Take arena if too cold outside. Stretch. attendance. Stretch. Demonstrate. Dismiss. Walk with ExerStrider Walking Sticks in Worthen arena for 30-35 minutes. Monday week 13 Wednesday week 13 Take attendance. Play card game and Take attendance. Bring fitness profile add in calisthenics to game. forms to class. In classroom fitness testing begins. Set up classroom for testing. Call Amy Shaffer to schedule computer lab 285-4453 for class to enter data onto Gradebook. Remind class to meet in Field and Sports building (on the track) next class. Monday week 14 Wednesday week 14 Take attendance. 1 mile walk test in Take attendance. Meet class and go to Field and Sports building. You use HP 225 to enter fitness testing data Blackboard or Gradebook to record onto Gradebook. You use Blackboard points from fitness testing. or Gradebook to record points from data entry. Monday week 15 Wednesday week 15 Take attendance. Meditation day in Take attendance. Allow students to classroom. Students wear street bring IPOD’s to class in Worthen or clothes. Pull out red mats. Choose a Fields and Sports track. Dynamic meditation CD. Remind class of final stretch. Walk for 35 minutes. Stretch. exam time and location. Congratulate and motivate students to continue fitness walking!!! Dismiss. Final Exams- You are responsible for the turning finals grades into the registrar’s office. You will receive grades either on paper in your mailbox (Donohue) or a generated report via Gradebook (Gotsch and Salyer/Funk) the points earned in the lecture portion of this course.