Personal Fitness 20L &

PERSONAL FITNESS 20L & 30L Locally Developed Courses

Clavet Composite School

2014 Renewal (Kathy Maki)

Developed 2009 (Kathy Maki, Brian Matisz, Brendan O’Reilly)

Personal Fitness 20L and 30L TABLE OF CONTENTS

______Introduction

Broad Areas of Learning

Cross-Curricular Competencies

Career Education

Understanding through Inquiry

Outcomes and Indicators

Detailed Course Outlines

Modules of Study

Assessment and Evaluation

Resources

Course Outline

Personal Fitness 20L and 30L Introduction

 Provide Physical Education course in addition to PE 20 and PE 30 credit courses for students who wish to pursue a keen interest and passion for physical activity  Provide a physical education course that does not focus on sports for students who wish to be physically active but are not interested in a sports-related curriculum  Provide opportunities for personal fitness knowledge and individualized workout programs stressing safe, current, goal specific training methods

Personal Fitness 20L and 30L Broad Areas of Learning

The SK Ministry of Education’s goals are based on three Broad Areas of Learning. Personal Fitness 20L and 30L is guided by these goals to help students achieve understandings, skills and attitudes related to:

Building Lifelong Learners

Students engaged in the Personal Fitness 20L and 30L courses are progressively attaining knowledge and skills that personally impacts their current daily lives as well as their future decisions and actions regarding their own physical fitness. By meeting the course outcomes, students will develop a lifetime commitment to incorporating fitness as a part of a healthy lifestyle. The course aims to facilitate students’ interest, knowledge and ability to create and perform fitness routines that are responsive to their ever changing life circumstances and needs into adulthood.

Building a Sense of Self and Community

The course is based on each student setting their own physical fitness goals based on their individual interests and needs. Determining their individual goals requires personal reflection and developing a deeper understanding of their own wellness needs. Society is increasingly aware of the importance of the overall physical wellness of its members. The knowledge, skills and abilities attained in this course will give students the ability to maintain a high level of physical fitness. This in turn strengthens their role in their communities to be role models and influence community decisions about facilities, policies, initiatives, etc that will encourage and assist others to take control of their own fitness.

Building Engaged Citizens

Students who have the knowledge and skills to take positive control of their own physical fitness can impact the overall of health and wellbeing of society. Their passion and awareness of what is needed in a society for members to achieve their personal fitness goals will lead them to be active in creating a positive environment for a more physically fit society.

Personal Fitness 20L and 30L Cross-Curricular Competencies

The Cross-curricular competencies are four interrelated areas containing understanding, values, skills and processes which are considered important for all areas of study.

Developing Thinking

Learners construct knowledge through application of prior experiences in their lives to the new situations they encounter. This is how people make sense of the world around them. Personal Fitness 20L and 30L utilizes students’ current knowledge and past experiences to help them establish what additional learnings and skills are required for them to plan, execute, adjust and maintain their fitness goals.

Developing Identity and Interdependence

This is the ability to act autonomously in an interdependent world. Personal Fitness 20L and 30L builds positive self-concept, increases understanding of the importance of one’s physical fitness and creates motivation to be responsible for one’s own physical fitness. These skills and abilities help achieve understanding, valuing and caring for oneself; all central to developing identity and high functioning ability within society.

Developing Literacies

Literacies provide multiple ways to interpret the world and express a personal understanding of the world. Personal Fitness 20L and 30L requires students to use different literacies including health and fitness literacy, technological literacy and consumerism literacy to effectively apply understanding about personal fitness to their own overall life situation.

Developing Social Responsibility

This competency encompasses how people contribute positively to their physical, social and cultural environments. In order to interact and communicate effectively with others in the realm of fitness and overall wellness, Personal Fitness 20L and 30L supports students in addressing mutual concerns for identifying and taking action in matters of individual, family and community fitness and wellness concerns.

Personal Fitness 20L and 30L Constructing Understanding through Inquiry

Inquiry is based on the idea that teachers don’t just give answers but rather create an environment that engages and challenges students to be curious and wonder and search for the answers to their questions. Inquiry learning focuses on the development of compelling questions and challenging opportunities that help motivate and guide inquiries into concepts related to curriculum outcomes. Opportunities should be created for students to explain, apply and transfer understandings to new situations. Students who are engaged in inquiry:

 construct knowledge and deep understanding rather than passively receiving it  are directly involved and engaged in the discovery of new knowledge  encounter alternative perspectives and differing ideas that transform prior knowledge and experience into deep understandings  transfer new knowledge and skills to new circumstances  take ownership and responsibility for their ongoing learning of curriculum content and skills

In Personal Fitness 20L and 30L students will be encouraged to set their own fitness goals based on assessments of their own motivations, lifestyles and other relevant personal factors. Due to the extremely personal circumstance for each student, there will be no ‘one size fits all’ plan to reach their goals. With teacher oversight and collaboration, students will search out information and resources to guide themselves along the path to achieving their own fitness goals.

Personal Fitness 20L and 30L Outcomes and Indicators

The SK Ministry of Education introduced the document Renewed Outcomes: Understanding Curricula, 2010, which guides all SK curricula outcomes.

Effective outcomes are:

 critical for attaining deep understanding  representative of behaving like a subject expert within the subject discipline  created using different types and level of knowledge including factual, conceptual, procedural and metacognitive, to address competency as well as basic content coverage  expansive enough to encourage and require various ways of knowing and world views

Indicators are examples of ways that students might be asked to demonstrate achievement of an outcome. Indicators are examples of evidence that teachers would accept to determine the extent to which students have achieved the desired learning result. Indicators will:

 provide the depth and breadth of the outcome  tell the story or create the picture of the outcome  define the level and type of knowledge intended by the outcome  not be merely a checklist of instructional activities or assessment items

6. To acquire knowledge of basic  Students will know anatomical muscle names and locations see musculature  Students will understand opposing muscle relationships Module 6

7. To acquire a fundamental knowledge  Students will list the six main nutrients and understand what each is used for in the body see about nutrition and general health and  Students will classify food into nutrient groups Module 7 nutrition as it relates to athletic  Students will understand how caloric intake and calorie expenditure affects body weight performance  Students will understand what metabolism is and how it is affected by physical exercise  Students will understand the importance of fluids and how to maintain hydration  Students will gain awareness and knowledge about dieting  Students will assess and make revisions to their current eating routines in terms of content, preparation, timing  Students will be aware of nutritional myths

8. To know risk factors associated with  Students will be able to list and have basic understanding of obesity, high blood pressure, lower back problems, see inactivity heart attack and stroke as they relate to an inactive lifestyle Module 8

9. To become an informed consumer of  Students will develop an awareness of media influences see the physical fitness industry  Students will make informed decisions about equipment, programs Module 9

10. To learn common fitness pitfalls and  Students will recognize they need realistic fitness goals and that reaching goals takes time see how to avoid them  Students will understand they need variety in their workouts Module 10  Students will understand that radical fitness programs are ineffective  Students will understand that spot reducing is not possible  Students will understand that fixating on weight not helpful

Personal Fitness 20L Outcomes and Indicators Chart

Outcomes Indicators Content & Skills

1. To know what to consider before  Students will determine current health status see starting an exercise program and setting  Students will determine their basic goals personal fitness goals Module 1  Students will explore their personal preferences & barriers in regards to workouts  Students will determine their financial and time commitment

see 2. To learn how to overcome excuses  Students will discuss and become familiar with common obstacles that prevent them from beginning and/or Module 2 continuing a personal fitness program (eg. “I don’t have time” “I’m too tired” “I can’t afford it”)

4. To understand components of a Students will plan and perform warm up and cool down see workout  Students will recognize the importance of flexibility and a variety of methods and exercises to improve flexibility Module 4  Students will plan and perform muscular strength and muscular endurance exercises  Students will plan and perform core strength training methods and specific equipment to incorporate into core workout  Students will plan and perform cardiovascular training including calculating target heart rates

5. Understand safe training methods  Students will understand safe lifting technique see  Students will understand equipment usage Module 5  Students will determine appropriate weight and number of repetitions  Students will experience types of workout routines  Students will have proper workout clothing and footwear  Students will know what precautions to take for outdoor training

Personal Fitness 20L Summary Course Outline overlay with physical workouts & field trips

1. Considerations before starting an exercise program & setting personal fitness goals  Current health status  Goals  Personal preferences  Barriers  Financial commitment  Time commitment

2. Overcoming excuses  What’s holding you back from starting or continuing your personal fitness program

3. Components of fitness  Cardiovascular  Body fat %  Muscular strength  Muscular endurance  Flexibility

4. Components of a workout  Types of workout routines (circuit types, group classes, split)  Warmup and cooldown  Flexibility training  Muscular strength and muscular endurance training  Core strength  Cardiovascular training (heart rate)

5. Safe training methods  Safe lifting technique  Knowledge of equipment  Determining appropriate amount of weight and number of repetitions  Proper dress and footwear  Weather precautions for outdoor training

6. Introduction to basic muscle information  Anatomical name, anatomical location, relationship between opposing muscles

7. Nutrition  Types of nutrients: carbohydrates, protein, fat, vitamins, minerals, water  Caloric intake/ expenditure, metabolism  Hydration  Diet awareness  Myths

8. Risk factors associated with inactivity  Cardiovascular disease  Obesity related diseases  Cancers  Joint, bone, muscle problems  Energy levels

9. Consumerism  Media influences  ‘Hollywood’ influences  Making informed decisions about equipment, workout programs

10. Avoiding common fitness pitfalls  Set realistic goals  Radical programs don’t work  Spot reducing not possible  Fixating on the scale  Stuck in a rut

Personal Fitness 20L Detailed Modules

MODULE 1: Where Do I Start? Pre-Exercise Considerations & Personal Goal Setting

1. Medical Status  consult a physician if you: a) are overweight b) are 35 yrs+ c) have not engaged in recent exercise d) have an illness or medical condition

 consult a physical therapist if you: a) currently have an injury b) previously had a serious injury

2. Goals  weight loss  muscle definition  injury rehabilitation  illness treatment  general health improvement and benefits  reduce stress  improve fitness level or skill for sport or job  social interaction

3. Personal Preferences  prefer to exercise alone or with others  prefer competitive or non-competitive activities  prefer to specialize or cross-train

4. Barriers  personal barriers that discourage individuals from pursuing physical fitness activities such as time, transportation, cost, etc

5. Financial Commitment  determine personal budget and what you are willing/can afford to spend  investigate what facilities, equipment, programs cost

6. Time  how much time is required to perform different types of workouts  determine how much time you are willing/can afford to spend

MODULE 2: Overcoming Excuses

1. I don’t have time

2. I’ve tried in the past but always failed

3. I can’t afford it

4. I’m too fat or too out of shape

5. I don’t know how or what to do

6. I hate exercising

7. I’m too tired from work/school

8. I’m young so I don’t need to right now

MODULE 3: Components of Fitness

1. Cardiovascular Fitness  definition  purpose  aerobic and anaerobic differences  heart rates (resting, target, max)

2. Muscular Endurance  definition  purpose  weight and repetition ratios

3. Muscular Strength  definition  purpose  weight and repetitions ratios

4. Flexibility  Definition  importance  time per stretch, safety aspsects

5. Body Composition  healthy percentage of body tissue (eg. fat vs muscle mass)

MODULE 4: Components of a Workout

1. Types of Workout Routines  Circuit, split upper/lower, split front/back, alternating weights/cardio

2. Warm up and Cool down  importance and purpose (review from module 2)  length of time  what to incorporate  design a personalized warm up and cool down routine

3. Flexibility Training  importance and purpose (review from module 2)  major body areas to include  specific exercises  designing a personalized flexibility routine based on fitness goals

4. Muscular Strength and Muscular Endurance Training  difference in training for each (review from module 2)  isometric, isotonic, plyometric  specific exercises for each muscle group  designing a personalized muscular strength and muscular endurance routine based on fitness goals

5. Core Strength Training  importance and purpose  muscles groups to target & specific exercises  innovative equipment (boscu, wobble board, exercise ball)  designing a personalized core strength routine based on fitness goals

6. Cardiovascular Training  importance and purpose (review from module 2)  individualized heart rate calculations (training, max)  designing a personalized cardiovascular routine based on fitness goals

MODULE 5: Safe Training Methods

1. Safe Lifting Technique  Grips  Straight back  Keep weight close to body  Balance, smooth movement not jerky  Tempo (work phase = fast/powerful return phase = slow/controlled)  joint angles (elbows, knees, low back, shoulders)  work opposing muscles equally  breathing  buddy system

2. Safe Equipment Usage  Fasten plates to bar securely  Return plates, bars, etc to storage area  Sufficient clear space for lifting motion  Adjust seats to fit you

3. Choosing Appropriate Weight and Repetition  Determined by personal fitness goals  Endurance = low weight/high reps *choose a weight can lift 10-12X  Strength = higher weight/low reps *choose a weight can lift 6-8X

4. Appropriate Dress and Footwear  Lightweight, breathable fabrics  Non-restrictive of movement  Proper fitting, supportive athletic shoe

5. Weather Precautions for Outdoor Training  Dress in breathable layers  Head covering for cold or sun  Sufficient shoe grip for slippery conditions  Sunscreen  Sufficient hydration

MODULE 6: Human Muscles

1. Musculature  anatomical names  locations

2. Muscle Relationships  opposing muscle relationships  flexion vs extension

MODULE 7: Nutrition Considerations

1. Nutrient types and uses with focus on training needs  carbohydrate  protein  fat  vitamins  minerals  water

2. Metabolism  caloric intake, expenditure

3. Hydration  how much  when  types of drinks

4. Eating for performance  when, what

5. Supplements  effectiveness  safety

6. Diets  moderate vs extreme  nutritionally sound  specific to personal goals

7. Myths  breakfast is overrated  skipping meals helps with weight loss  you can eat whatever you want as long as you burn it off

MODULE 8: Risk Factors Associated with Inactivity

1. Increased risk of high blood pressure 2. Increased risk of heart attack and stroke 3. Increase risk of obesity and increased % body fat 4. Increased risk of diabetes 5. Increased risk of osteoporosis 6. Increased % of bad cholesterol 7. Increased risk of some cancers 8. Increased joint and lower back problems 9. Reduced energy and ability to work/play/move 15

MODULE 9: Consumerism in Physical Fitness Industry

1. Media influences on body image  Print media (newspaper, magazines)  AV media (TV, radio)  Internet

2. ‘Hollywood’ influences on body image  Fashion industry  Movie stars, athletes, music stars

3. Making informed decisions  Fitness equipment purchases . TV advertised products/gadgets . Retail products  Workout programs . On line . Home use AV (DVD) . Public facility offerings . Health club offerings .

MODULE 10: Avoiding Common Fitness Pitfalls

1. Set realistic goals  Too much too soon  ‘pie in the sky’ goals

2. Radical programs do not work  Extreme programs especially diets don’t work and can be dangerous  Advertisers make exaggerated claims  Patience required for results

3. Spot reducing is not possible  Fat is generally lost evenly over the body with some personal tendancies  Balanced overall workout program yields best results even for targeted body areas

4. Fixating on the scale  Body fat % more relevant measure than weight  Height –weight ratios not always accurate or realistic

5. Stuck in a rut  Plateau phenomenon  Boredom

Personal Fitness 30L Outcomes and Indicators Chart

Outcomes Indicators Content & Skills

1. To review personal health status and  Students will determine current health status see reflect on personal fitness goals  Students will determine their basic goals Module 1  Students will explore their personal preferences & barriers in regards to workouts  Students will determine their financial and time commitment

2. To reflect on personal barriers to  Students will understand on what motivates them see personal fitness  Students will reflect on past barriers Module 2  Students will make an action plan for their personal fitness program

3. To identify and understand components  Students will list and explain the components of fitness: cardiovascular fitness, muscular strength, muscular see of fitness endurance, flexibility and body fat Module 3 percentage  Students will participate in acquiring personal biometric statistics such as heart rate, blood pressure, body composition, body type, height-weight ratio

4. To design a personal workout based on  Students will determine type of workout best suited to their goal see specificity for their goal and incorporating  Students will plan and perform warmup and cooldown Module 4 workout components  Students will recognize the importance of flexibility and a variety of methods and exercises to improve flexibility  Students will plan and perform muscular strength and muscular endurance exercises  Students will plan and perform core strength training methods and specific equipment to incorporate into core workout  Students will plan and perform cardiovascular training including calculating target heart rates

5. To review previous  Students will know anatomical muscle names and locations see knowledge of basic musculature  Students will understand opposing muscle relationships Module 5

6. To review for further understanding of  Students will understand safe lifting technique see safe training methods  Students will understand equipment usage Module 6  Students will determine appropriate weight and number of repetitions  Students will experience types of workout routines  Students will have proper workout clothing and footwear  Students will know what precautions to take for outdoor training

7. To acquire a fundamental knowledge  Students will list the six main nutrients and understand what each is used for in the body see about nutrition as it relates  Students will understand how caloric intake and calorie expenditure affects body weight Module 7 to the student’s personal fitness goal  Students will understand what metabolism is and how it is affected by physical exercise  Students will understand the importance of fluids and how to maintain hydration  Students will gain awareness and knowledge about dieting  Students will assess and make revisions to their current eating routines in terms of content, preparation, timing  Student will gain knowledge about diet supplements  Students will gain awareness and knowledge about performance enhancing products

8. To understand and experience physical  Students will participate in yoga see activity –related stress management  Students will incorporate proper rest and sleep into lifestyle Module 8 techniques  Students will investigate the benefits of massage therapy & related services  Students will reflect on personal stressors and what is effective to relieve their stress

9. To become an informed consumer of  Students will develop an awareness of media influences see the physical fitness industry  Students will make informed decisions about facilities, personal trainers Module 9  Students will know how to access and assess physical fitness resources such as physical therapy, massage therapy, personal trainers, dietetic counseling  Students will understand current trends and their affects in the fitness industry

10. To recognize common fitness pitfalls  Students will recognize they need realistic fitness goals and that reaching goals takes time see and how to avoid them  Students will understand they need variety in their workouts Module 10  Students will understand that radical fitness programs are ineffective  Students will understand that spot reducing is not possible  Students will understand that specificity of exercise is crucial for desired results  Students will understand that overall fitness is dependent on a balance of interconnected factors  Students will recognize that personal fitness must be a lifestyle not a phase or fad

Personal Fitness 30L Course Outline *overlay with physical workouts, field trips, guest experts

1. Reviewing personal health status & personal fitness goals  Current health status  Goals  Personal preferences  Barriers  Financial commitment  Time commitment

2. Reflecting on personal barriers  Motivation  Past barriers  Action plan

3. Components of fitness  Cardiovascular  Body fat %  Muscular strength  Muscular endurance  Flexibility  Personal biometric statistics

4. Personal workout specificity and Components of a workout  Training specificity for your goals  Types of workout routines (circuit types, group classes, split)  Warm up and cool down  Flexibility training  Muscular strength and muscular endurance training  Core strength  Cardiovascular training (heart rate)

5. Review of basic muscle information  Anatomical name, anatomical location, relationship between opposing muscles

6. Review of safe training methods  Safe lifting technique  Knowledge of equipment  Determining appropriate amount of weight and number of repetitions  Proper dress and footwear  Weather precautions for outdoor training

7. Eating for performance  review of nutrients: carbohydrates, protein, fat, vitamins, minerals, water  Caloric intake/ expenditure, metabolism  Hydration  Eating for performance  Diets  Performance enhancing products (supplements, steroids)  Myths

8. Stress Management through physical activity  Importance of rest (between workouts, sleep)  Yoga  Other related services  Personal stress reflections

9. Consumerism  Media influences on body image  Making informed decisions about fitness facilities, personal trainers  Assessing and accessing other physical fitness resources  Current trends and their effects in the fitness industry

10. Avoiding common fitness pitfalls  Set realistic goals  Radical programs don’t work  Spot reducing not possible  Fixating on the scale  Stuck in a rut  Hanging out instead of working out  Fitness is a fad

Personal Fitness 30L Detailed Modules

MODULE 1: Reviewing Your Personal Status and Fitness Goals

1. Medical Status  consult a physician if you: a) are overweight b) are 35 years+ c) have not engaged in recent exercise d) have an existing illness or medical condition

 consult a physical therapist if you: c) currently have an injury d) previously had a serious injury

3. Personal Preferences  prefer to exercise alone or with others  prefer competitive or non-competitive activities  prefer to specialize or cross-train

4. Barriers  personal barriers that discourage individuals from pursuing physical fitness activities such as time, transportation, cost, etc

5. Financial Commitment  determine personal budget and what you are willing/can afford to spend  investigate what facilities, equipment, programs cost

6. Time  how much time is required to perform different types of workouts  determine how much time you are willing/can afford to spend

MODULE 2: Reflecting on Personal Barriers to My Fitness Program

1. Motivation  what motivates me

2. Barriers  what factors have prevented me in the past

3. My Action Plan  what steps have I taken to reduce those barriers  have these solutions been successful  what more can I do to ensure I make physical fitness part of my lifestyle as an adult

MODULE 3: Components of Fitness

1. Cardiovascular Fitness  definition  purpose  aerobic and anaerobic differences  heart rates (resting, target, max)

2. Muscular Endurance  definition  purpose  weight and repetition ratios

3. Muscular Strength  definition  purpose  weight and repetitions ratios

4. Flexibility  Definition  importance  time per stretch, safety aspects

5. Body Composition  healthy percentage of body tissue (eg. fat vs muscle mass)

6. Personal Biometric Statistics  height, weight, heart rate, blood pressure, body mass index, body type

MODULE 4: Personal Workout Specificity & Components

1. Training Specificity for Goals  Determining specific physical needs for your goal/sport/activity/job  Determining specific exercises  Developing personal workout program specifically tailored to your needs

2. Types of Workout Routines  Circuit, split upper/lower, split front/back, alternating weights/cardio

3. Warm up and Cool down  importance and purpose (review from module 2)  length of time  what to incorporate  design a personalized warm up and coo down routine

4. Flexibility Training  importance and purpose (review from module 2)  major body areas to include  specific exercises  designing a personalized flexibility routine based on fitness goals

5. Muscular Strength and Muscular Endurance Training  difference in training for each (review from module 2)  isometric, isotonic, plyometric  specific exercises for each muscle group  designing a personalized muscular strength and muscular endurance routine based on fitness goals

6. Core Strength Training  importance and purpose  muscles groups to target & specific exercises  innovative equipment (bosu, wobble board, stability exercise ball)  designing a personalized core strength routine based on fitness goals

7. Cardiovascular Training  importance and purpose (review from module 2)  individualized heart rate calculations (training, max)  designing a personalized cardiovascular routine based on fitness goals

MODULE 5: Safe Training Methods

2. Safe Equipment Usage  Fasten plates to bar securely  Return plates, bars, etc to storage area  Sufficient clear space for lifting motion  Adjust seats to fit you

4. Appropriate Dress and Footwear  Lightweight, breathable fabrics  Non-restrictive of movement  Proper fitting, supportive athletic shoe

5. Weather Precautions for Outdoor Training  Dress in breathable layers  Head covering for cold or sun  Sufficient shoe grip for slippery conditions  Sunscreen  Sufficient hydration

MODULE 6: Review of Human Muscles

1. Musculature  anatomical names  locations

2. Muscle Relationships  opposing muscle relationships  flexion vs extension 25

MODULE 7: Eating for Performance

1. Review of nutrient types and uses with focus on training needs  carbohydrate  protein  fat  vitamins  minerals  water

2. Metabolism  caloric intake, expenditure

3. Hydration  how much  when  types of drinks

4. Eating for performance  when, what

5. Performance Enhancing Products  Diet supplements o Purpose, effectiveness, safety concerns  Anabolic steroids o Health risks o Legal issues o Pressures 6. Diets  moderate vs extreme  nutritionally sound  specific to personal goals

7. Myths  breakfast is overrated  skipping meals helps with weight loss  you can eat whatever you want as long as you burn it off

MODULE 8: Stress Management Through Physical Activity

1. Importance of proper rest  Rest between workouts  Adequate sleep 2. Yoga  Benefits  Incorporating aspects into personal workout  Where programs and classes are offered

3. Other related services- choosing for your needs  Sport psychology  Life coach

4. Tracking and recording your personal stress levels with and without exercise  Benefits of journals and logs

MODULE 9: Consumerism in Physical Fitness Industry

1. Media influences on body image  Print media  AV media (TV, internet)  ‘Hollywood’ influences on body image

2. Making informed decisions  Fitness facilities o What to look for o How to compare between facilities o What questions to ask o What are you personally looking for in a facility  Personal trainers o Qualifications o What questions to ask o Would you benefit from a personal trainer

3. Assessing and accessing other physical fitness resources  Physical therapy  Massage therapy  Dietician counseling  Exercise therapist

4. Current trends in the fitness industry  What are the trends  How do they compare to past trends  Which trends will be long-lasting and why

MODULE 10: Avoiding Common Fitness Pitfalls

1. Set realistic goals  Too much too soon

2. Radical programs do not work  Extreme programs especially diets don’t work and can be dangerous  Patience required for results

3. Spot reducing is not possible  Fat is generally lost evenly over the body with some personal tendencies  Balanced overall workout program yields best results even for targeted body areas

4. Fixating on the scale  Body fat % more relevant measure than weight  Height –weight ratios not always accurate or realistic

5. Stuck in a rut  Plateau phenomenon  Boredom

6. Hanging out instead of working out  Cannot sacrifice socializing for exercising  Attention specificity and technique necessary for results

7. Fitness is a fad or phase society is going through  Understand that good health depends on incorporating fitness into your lifestyle

Personal Fitness 20L and 30L ASSESSMENT, EVALUATION and COMMUNICATION

Assessment is to collect information on student learning; evaluation is the culminating act of interpreting the information gathered for the purpose of making decisions about students’ learning. Evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students, teachers, parents/caregivers, and others about student progress and to make informed decisions about the teaching and learning process.

Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. Student assessment in Personal Fitness 20L and 30L will be based on a variety of authentic measures that determine growth of the student based on the curriculum outcomes.

Principles to guide educators when students are assessed and evaluated are:

 Students are the key assessment users.  Assessment and evaluation should be planned, continuous activities derived from the curriculum outcomes.  A variety of assessment and evaluation techniques should be used.  These techniques should be communicated to students in advance.  Assessment and evaluation practices should be fair and equitable.  Assessment and evaluation practices should help students by providing encouragement.  The diverse needs of students should be considered when planning assessment and evaluation.  Meaningful and appropriate assessments should related to authentic (real world) tasks and should gather evidence that is triangulated (student products, discussions and observations, etc)  Results should be communicated to students and parents in meaningful ways.

The three purposes of assessment are interrelated. Each type of assessment, systematically implemented, contributes to an overall picture of an individual student’s achievement. Assessment for learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and:  is teacher-driven for student, teacher, and parent use  occurs throughout the teaching and learning process, using a variety of tools  engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning.  students will understand their progress towards meeting the outcomes through feedback from the teacher

Personal Fitness 20L and 30L will utilize the following as assessment for learning: student- set goals, body measurements and fitness measurement as tools for students to gage what their starting point is and to monitor their progress based on their goals. Teacher feedback for learning will include written feedback on assignments and verbal feedback during conversations/interviews. These conversations and feedback on presentation, assignments, etc will be used to guide further instruction. For example, if it becomes obvious during conversations or other assessment feedback that students don’t understand or can’t attain the outcome or lack the prior skills or knowledge required, then this assessment would guide teacher to go back and reteach the concept.

Assessment as learning actively involves student reflection on learning, monitoring of her/his own progress, and:  supports students in critically analyzing learning related to curricular outcomes  is student-driven with teacher guidance  occurs throughout the learning process.

Personal Fitness 20L and 30L will utilize a variety of assessments as learning: reflecting on data collected from various measurements, surveys, interviews, self –assessment rubrics, journals, etc to make adjustments to their personal programs to better meet their goals or revise their goals.

Assessment of learning involves teachers’ use of evidence of student learning to make judgements about student achievement and:  provides opportunity to report evidence of achievement related to curricular outcomes  occurs at the end of a learning cycle using a variety of tools  provides the foundation for discussions on placement or promotion.

Personal Fitness 20L and 30L students will show that they have met the course outcomes through interviews, presentations and demonstrations, checklists, anecdotal records. These methods will provide proof, i.e. assessment of learning;

Personal Fitness 20L and 30L RESOURCES

Print Resources

“Optimizing Strength Training” Kraemer, W. (2007)

“Sports Training” Shepherd, J. (2007)

“Professional Fitness & Lifestyle Consultant” CSEP (1996)

“The Canadian Physical Activity, Fitness & Lifestyle Approach” CSEP (1996)

“The Anatomy of Stretching” Walker, B. (2007)

“Motivating People to be Physically Active” Marcus, B. (2009)

Canada Food Guide

Strength Training: National Strength and Conditioning Association (NSCA) Lee E. Brown, Editor 2007

Websites

Canadian Fitness Education Services Ltd www.canadianfitness.net

Canadian Fitness and Lifestyle Research Institute www.cflri.ca

Exercise Directory and Instructions www.exrx.net/Lists/Directory.html www.sportsinjuryclinic.net/rehabilitation-exercises/free-weights-exercises www.thetrainingstationinc.com/exercises.html http://www.mayoclinic.org/healthy-living/fitness/in-depth/fitness/art-20046433 http://www.sport-fitness-advisor.com/physical-fitness-tests.html

Experiential and Resource Learning Aids

Community fitness and health clubs/gyms

Experts from fitness and health fields (exercise therapists, personal trainers, dieticians, life coaches, sports psychologists)