Circuit Training Introduction

SECOND EDITION Five for Life Program CIRCUIT TRAINING

Authors: Karen Cowan, Ron Malm, Amy Lutz and Carrie Murphy Reviewer: Robert Lutz, MD, MPH

Second Edition Revised March 2012

Focused Fitness, LLC First edition publlished 2004, Second edition published March 2012

No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without the written permission of the author, except where permitted by law.

Printed in the United States of America

2426 S. Dishman Mica Road – Spokane Valley, WA 99206 – Ph: (509) 327-3181 – F: (509) 927-8551 Table of Contents ...... Preface ii CIRCUITS ...... 1 To the Teacher Category 1: Body Weight Circuits...... 66 Circuit Training Introduction ...... 2 1. Body Blaster &LUFXLW7UDLQLQJ$GYDQWDJHVDQG%HQH¿WV ...... 3 2. Fitness Frenzy Essential Information...... 4 3. Jump on the Fitness Train Table ([HUFLVH0RGL¿FDWLRQDQG3URJUHVVLRQ of Contents4. Muscle Meltdown ([HUFLVH,QWHQVLW\...... 5. Mush-to-Muscle Preface ii CIRCUITS ),773ULQFLSOH 6. Partner Power To the Teacher ...... 1 Category7. Shape-It-Up 1: Body Weight Circuits...... 66 Circuit Training Introduction ...... 2 ...... 9 1. Body Blaster Circuit Training Implementation Category 2: Cognitive Circuits...... 73 &LUFXLW7UDLQLQJ$GYDQWDJHVDQG%HQH¿WV 6DIHW\DQG0DQDJHPHQW ...... 3 2. Fitness Frenzy 1. Figure-It-Out Essential 7HDFKLQJ7LSVIRU6WXGHQWV Information...... 4 3. Jump on the Fitness Train 2. Game Show Collection ([HUFLVH0RGL¿FDWLRQDQG3URJUHVVLRQ0RWLYDWLRQ 4. Muscle Meltdown 3. What’s for Dinner ([HUFLVH,QWHQVLW\ 5. Mush-to-Muscle 4. Why Did I Eat That (Energy In vs. Energy Out) ),773ULQFLSOH 6. Partner Power Circuit Design ...... 15 Category7. Shape-It-Up 3: Components of Fitness Circuits...... 80 *RDOVDQG2EMHFWLYHV ...... 9 1. All for Fun, Fun for All (Overall Fitness) Circuit Training ([HUFLVHWR5HVW5DWLR Implementation Category 2: Cognitive Circuits...... 73 6DIHW\DQG0DQDJHPHQW 2. BC Blender (Body Composition) 3DWWHUQ 1. Figure-It-Out 7HDFKLQJ7LSVIRU6WXGHQWV 3. Body Burner (Overall Fitness) 6HOHFWLQJ([HUFLVHV 2. Game Show Collection %ODQN7HPSODWH0RWLYDWLRQ 4. Calorie Burner (Cardiorespiratory Endurance) 3. What’s for Dinner 5. Fitness Fanatic (Overall Fitness) 4. Why Did I Eat That (Energy In vs. Energy Out) ...... 15 6. Full Fitness (Overall Fitness) Circuit Design Category 3: Components of Fitness Circuits...... 80 *RDOVDQG2EMHFWLYHV 7. Get Loose (Flexibility) 1. All for Fun, Fun for All (Overall Fitness) ([HUFLVHWR5HVW5DWLR 8. Good Times (Overall Fitness) 3DWWHUQ 9.2. MuscleBC Blender Madness (Body (Overall Composition) Fitness) 6HOHFWLQJ([HUFLVHV 10.3. Pump…Pump…PumpBody Burner (Overall Fitness) It Up (Muscular Strength and %ODQN7HPSODWH 4.Muscular Calorie Burner Endurance) (Cardiorespiratory Endurance) 11.5. UltimateFitness Fanatic Four (Overall (Overall Fitness) Fitness) 6. Full Fitness (Overall Fitness) Warm-ups and Cool Downs...... 19 Category7. Get 4: Loose Fitness (Flexibility) Measurements Circuits...... 95 8.1. GoodCardio Times Challenge (Overall Fitness) 9.2. MuscleDo More Madness than Fuddle (Overall Through Fitness) the Shuttle 10.3. Pump…Pump…PumpFlex, Bend, Twist and Stretch It Up (Muscular Strength and 4.Muscular Just What Endurance) the Doctor Ordered 11.5. UltimatePush the Four Floor (Overall Fitness) 6. Sweet Sixteen Warm-ups and Cool Downs...... 19 Category7. Where’s 4: Fitness the Core Measurements Circuits...... 95 1. Cardio Challenge 2. Do More than Fuddle Through the Shuttle 3. Flex, Bend, Twist and Stretch 4. Just What the Doctor Ordered 5. Push the Floor 6. Sweet Sixteen i 7. Where’s the Core

Detailed Instruction of Functional Category 5: Sports Skills Circuits...... 104 Equipment Exercises:...... 20 1. Basketball Jumble 'XPEEHOOV :HLJKW%DUV 2. Bulls Eye 6WUHWFK%DQGV 3. Fit for Hoops 0HGLFLQH%DOOV 4. Fit to Score 6WHS%R[HV 5. Fit to Spike 6WDELOLW\%DOOV 6. Off the Wall $JLOLW\5LQJV 7. Soccer Superstar Detailed Instruction of Exercises...... 54 %RG\:HLJKW([HUFLVHV '\QDPLFDQG3O\PHWULF0RYHPHQWV Category 6: Theme Circuits...... 114 1. 60 Seconds and Counting 2. Circus Act 3. Scooter Mania

Category 7: Additional Circuits...... 119 1. Measure My Skills Glossary ...... 129 2. Partner Pair Off 3. Ride the Wave 4. Skill-Related Fitness Check 5. Upper and Lower 6. Warm-Up Cardio Fit Switch 7. Ying and Yang

&LUFXLW WUDLQLQJ ZDV ¿UVW LQWURGXFHG DV DQ LQWHQWLRQDO IRUP rest is an integral concept within circuit training known as of exercise in 1953 by R.E. Morgan and G.T. Anderson at the exercise-to-rest ratio. Circuit training allows people to the University of Leeds in England. Morgan and Anderson’s exercise for longer periods of time with shorter rest breaks original circuits had 9-12 stations, focusing primarily on due to two factors: aerobic endurance. Circuit training has since evolved into a (1) a cardiorespiratory system that transports oxygen complex and dynamic activity that uses a variety of aerobic, DQGFDUERQGLR[LGHPRUHHI¿FLHQWO\WKURXJKRXWWKH DQDHURELF UHVLVWDQFH DQG ÀH[LELOLW\ H[HUFLVHV WR LPSURYH body, and cardiorespiratory endurance, muscular strength, muscular (2) the muscles’ ability to store adequate amounts of HQGXUDQFHÀH[LELOLW\DQGRYHUDOOERG\FRPSRVLWLRQ energy.

Circuit training is an organized exercise training model that The popularity of circuit training is evident throughout gyms employs a wide variety of functional, locomotor, and motor and health clubs across the United States. People choose movements into one traditionally, fast-paced workout. It is a to exercise using circuit training programs because of the versatile tool that gives participants the freedom to combine HQMR\PHQWRIJURXSH[HUFLVHWKHDELOLW\WRPDLQWDLQLQGLYLGXDO DHURELF DQDHURELF UHVLVWDQFH DQG ÀH[LELOLW\ H[HUFLVHV WR intensity levels, and the variety in exercise selection. Above meet individual or group needs. all, many students and adults claim that circuit training is one

Circuit training can improve the components of fitness as well RIWKHPRVWHQMR\DEOHDQGIXQPRGHVRIH[HUFLVHWKH\KDYH as strengthen the aerobic and anaerobic systems. Through ever done. bouts of exercise and low intensity (or rest) intervals, people are able to exercise for longer periods of time and improve ¿WQHVVOHYHOV7KLVFRPELQDWLRQRIH[HUFLVHDQGORZLQWHQVLW\

Circuit training is one of the most popular modes of exercise; Circuit training allows partner and small group it offers variety, promotes social interactions, and allows dynamics: participants to exercise at individual intensity levels. Due to Advantages of exercising with partners or in small groups: these factors, people are exercising more in circuit training 7HDFKHUVFDQSDLUVWXGHQWVZKRDUH SURJUDPVDQGDUHH[SHULHQFLQJSRVLWLYHKHDOWKDQG¿WQHVV SUR¿FLHQWLQH[HUFLVHPRYHPHQWVDQG EHQH¿WV IURP VXVWDLQHG SDUWLFLSDWLRQ :LWK WKLV LQ PLQG techniques with students who lack the skills teachers can use circuit training as a tool to deliver intentional WRVDIHO\DQGDGHTXDWHO\SHUIRUPVSHFL¿F ¿WQHVVDQGKHOSVWXGHQWVEHFRPHPRUHDFWLYH+HUHDUHVRPH exercises. Pairing students of varying reasons why circuit training works: DELOLW\OHYHOVSURPRWHVVRFLDOHPRWLRQDO interactions and can help students improve Circuit training is fun, motivating and different. It exercise form, technique and knowledge. can incorporate: 6WXGHQWVIHHOWKDWLWLVPRUHHQMR\DEOHWR Exercise variety exercise with their peers. Music Circuit Training is challenging Sports skills Students can exercise and see personal An obstacle course improvements that are relevant to them. Themes: Holidays, Reality TV, and Game show Students can wear pedometers to track their steps and, at the conclusion of the circuit, Circuit training can be individualized: determine who achieved the most steps. It provides opportunities for differentiated Students can work in small groups or teams to instruction to meet students at their ability level. compete during circuits. It allows students to exercise at their intensity level while exercising with others. Circuit training can be customized based Circuit training does not require equipment. on program variables or for desired student Circuit training can be done with a large or small outcomes with: Body weight exercises class size. Fitness components Circuit training allows instructors to assess and &RJQLWLYH¿WQHVVDFWLYLWLHV work individually with students. Fitness measurements Circuit training incorporates the exercise Sports skills Fun and creative circuits of several parts of the body within one comprehensive workout. $ERYH DOO VWXGHQWV HQMR\ FLUFXLW WUDLQLQJ EHFDXVH LW¶V IXQ DQG \LHOGV ¿WQHVV UHVXOWV7KH IROORZLQJ VHFWLRQV H[SODLQ the implementation, management, and design of purposeful circuits. 3

The in-depth descriptions are a resource for teachers to ensure students know and use proper techniques for each exercise. Special safety considerations for each piece of equipment are also provided in this section.

Dumbells Safety Considerations: &DUU\GXPEEHOOVDWWKHVLGHVRIWKHERG\ Dumbbells are safe and fundamental tools used 3URYLGHIHHWEHWZHHQVWXGHQWV to teach resistance exercises. $SRWHQWLDOLQMXU\PD\RFFXULIGXPEEHOOVDUHGURSSHG

Dumbbell Front Squat

Proper Technique: 1. Feet shoulder width apart, toes pointed forward 2. Hold dumbbells at shoulder level %DFNÀDWFKHVWKLJK )HHWÀDWRQÀRRUZLWKNQHHVGLUHFWO\RYHUIHHW 3URSHUVTXDWGHSWKLVWKLJKVSDUDOOHOWRWKHÀRRUZLWKNQHH MRLQWDWDGHJUHHDQJOH 6. Return to starting position using proper form 7. Inhale on downward movement, exhale on upward movement Teaching Cues: )HHWVKRXOGHUZLGWKDSDUW Components of Fitness Trained: Muscular %DFNÀDW strength and muscular endurance &KHVWKLJK )HHWÀDWRQWKHÀRRU 7KLJKVSDUDOOHOWRWKHÀRRU

Vocabulary/Muscles Trained: *OXWHDOV 4XDGULFHSV +DPVWULQJV

©© 2004 2004 Focused Focused Fitness Fitness All All rights rights reserved. reserved. Safety Considerations: Medicine Ball 3URYLGHDWOHDVWIHHWRIVSDFH Medicine balls are used to develop explosive $SRWHQWLDOLQMXU\PD\RFFXULIWKHPHGLFLQHEDOOLV dropped power, increase core strength and can be used &OHDUDOOREVWUXFWLRQVEHIRUHWKURZLQJWKHPHGLFLQHEDOO to mimic many sport skills.

Medicine Ball Over/Under

Proper Technique: 1. Stand back-to-back two feet from partner 2. Feet shoulder width apart 3HUVRQZLWKEDOOUDLVHVLWDERYHKLVKHUKHDGDQGKDQGVLWWR partner 4. The partner brings the ball forward and passes it back between legs 5. Reverse direction on signal Teaching Cues: 6. Steady breathing throughout exercise 5HDG\SRVLWLRQ 6WDQGWZRIHHWIURPSDUWQHU 3DUWQHUPXVWEHUHDG\WRUHFHLYHWKHEDOO before it is passed

Components of Fitness Trained: Muscular Vocabulary/Muscles Trained: strength and muscular endurance 'HOWRLGV $EGRPLQDOV 4XDGULFHSV *OXWHDOV +DPVWULQJV

300

Objective(s): Student Explanation: 1. Perform exercises at the Fitness Frenzy is a circuit that contains moderate to vigorous activities. appropriate Intensity Levels. Burpees, rocket blasters, squat thrusts, and mountain climbers should be 2. Correctly demonstrate all SHUIRUPHGDW,QWHQVLW\/HYHORU-XPSLQJMDFNVDQGVLGHWRVLGHVNLHU exercise movements. MXPSVVKRXOGEHSHUIRUPHGDW,QWHQVLW\/HYHO7KHÀH[LELOLW\H[HUFLVHV 1DPHEHQH¿WVRIVWUHWFKLQJ have been inserted into the circuit to provide a short rest between high LQWHQVLW\FRPELQDWLRQH[HUFLVHV5HPHPEHUWRSHUIRUPÀH[LELOLW\H[HUFLVHV Equipment: DW,QWHQVLW\/HYHO:HFDQLPSURYHÀH[LELOLW\E\VWUHWFKLQJ%HLQJÀH[LELOLW\ &RQHV KHOSVXVSUHYHQWLQMXULHVUHGXFHVWUHVVDQGGHFUHDVHPXVFOHVRUHQHVV7KH &LUFXLW&DUGV movements should be slow and controlled. Overall, this is a challenging circuit with several high intensity exercises; try your best and apply Key Safety & Management Tip(s): DSSURSULDWHPRGL¿FDWLRQVLIQHFHVVDU\ 1. Monitor the exercise-to-rest ratio Direction(s): closely, this is a challenging 1. Lead students through a warm-up so they are prepared to complete circuit. high intensity activities. 2. Explain the circuit using the student explanation above. Station/ Fitness 3. Review proper form for all exercises. BODY WEIGHT CIRCUITS Exercise Component(s) 4. Rotate students every 20-30 seconds.

1. Burpees Combination Assessment(s): 2. Jumping :KLOHH[HUFLVLQJDWWKHÀH[LELOLW\VWDWLRQVKDYHVWXGHQWVGLVFXVV CRE Jacks VRPHRIWKHEHQH¿WVRIVWUHWFKLQJ 3. Rocket Combination 3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV Blasters 0RGL¿FDWLRQ V 4. Pelican Flexibility Stretch Rocket Squat Mountain Burpees Blasters Thrusts Climbers 5. Squat Combination Thrusts 6. Side-to-side CRE Skier Jumps 7. Mountain Combination Climbers 8. Standing Flexibility Leg Swings

Side-to- Jumping Pelican Side Skier Standing Jacks Stretch Jumps Leg Swings

6767

Objective(s): Student Explanation: 1. Perform exercises at appropriate Figure-It-Out is a circuit training activity that will test your knowledge Intensity Levels. and ability to perform exercises at appropriate Intensity Levels. There are 2. Perform various exercises for ¿YHVWDWLRQVLQWKLVFLUFXLWHDFKFOHDUO\PDUNHGZLWKDFRPSRQHQWRI¿WQHVV HDFKFRPSRQHQWRI¿WQHVVDQG (Cardiorespiratory Endurance, Muscular Strength, Muscular Endurance, LGHQWLI\WKHFRPSRQHQWRI¿WQHVV Flexibility and Body Composition). Your task at each station is to perform DQ H[HUFLVH DW DQ DSSURSULDWH ,QWHQVLW\ /HYHO UHÀHFWLYH RI WKH VSHFL¿F Equipment: FRPSRQHQWRI¿WQHVV)RULQVWDQFHLI\RXDUULYHDWWKHFDUGLRUHVSLUDWRU\ Completely at the discretion of the HQGXUDQFHVWDWLRQ\RXPLJKWSHUIRUPMXPSLQJMDFNVDW,QWHQVLW\/HYHORU teacher. Possible equipment could be: to indicate your understanding that cardiorespiratory endurance exercises &RQHV should be performed at a higher Intensity Level to be sustained for long &LUFXLW7UDLQLQJ&DUGV periods. We will rotate through the circuit three times. Use your knowledge :HLJKWEDUV of body weight and functional exercises and perform different exercises the 6WUHWFKEDQGV second and third time through. 0HGLFLQHEDOOV The body composition station will be completed by performing high LQWHQVLW\DQDHURELFPRYHPHQWVVXFKDVPRXQWDLQFOLPEHUVVTXDWMXPSV Key Safety & Management Tip(s): MXPSLQJOXQJHVRUURFNHWEODVWHUV7KHVHPRYHPHQWVZRUNWKHHQWLUHERG\ 1. This is a cognitive circuit that thus representing body composition and should be performed at a high should be done once students Intensity Level. COGNITIVE CIRCUITS understand the basic elements of circuit training, components of Direction(s): ¿WQHVVDQG,QWHQVLW\/HYHOV ([SODLQWKHFLUFXLWREMHFWLYHVXVLQJWKHVWXGHQWH[SODQDWLRQDERYH 2. Equipment demands are at the &OHDUO\ODEHODOO¿YHVWDWLRQVHDFKZLWKRQHFRPSRQHQWRI¿WQHVV discretion of the teacher. For 5HPLQGVWXGHQWVWKDWWKH\FDQVHOHFWDQ\H[HUFLVHWKDWUHÀHFWVWKH instance, place stretch bands FRUUHFWFRPSRQHQWRI¿WQHVVDQGWRSHUIRUPH[HUFLVHVDWWKHFRUUHFW or weight bars at the muscular Intensity Level. strength and muscular endurance 4. Rotate students every 30 seconds. stations so the students have more choices in exercises they Assessment(s): could perform. 1. As students complete the circuit, evaluate their exercise selection and Intensity.

Station/Exercise

1. Cardiorespiratory Endurance Cardiorespiratory Endurance 2. Muscular Strength Muscular 3. Flexibility Strength Body 4. Muscular Endurance Composition

5. Body Composition

* Stations do not have to be in Flexibility this order Muscular Endurance

7373

Objective(s): Student Explanation: 1. Correctly demonstrate the push- Push-ups are an indicator of muscular strength and muscular XS¿WQHVVPHDVXUHPHQWSURWRFRO HQGXUDQFHDQGFDQEHRQHRIWKHSULPDU\¿WQHVVPHDVXUHPHQWVHYDOXDWHG 5HÀHFWDQGDQDO\]HSXVKXS throughout the school year. To assess our push-up scores to see if we have scores. LPSURYHGVLQFHWKHODVW¿WQHVVPHDVXUHPHQW 3. Demonstrate cooperation skills There are two identical push-up stations in this circuit. This allows one at the push-up and basketball partner to perform the test and the other to administer the test, enforcing stations. proper protocol. You will switch roles at the other push-up station. You will also notice the cardiorespiratory endurance exercises and basketball Equipment: stations. Please perform the cardiorespiratory endurance exercises at &LUFXLW7UDLQLQJ&DUGV Intensity Level 3. Have fun and cooperate with your peers at the basketball &RQHV stations. 6WHS%R[HV %DVNHWEDOOV

Direction(s): FITNESS MEASUREMENTS CIRCUITS 1. Lead students through a warm-up so they are prepared to complete Key Safety & Management Tip(s): aerobic activities and push-up tests. Within that warm-up, include 1. Students must understand the dynamic stretching movements that engage the upper body and protocols to correctly administer abdominal muscles. a push-up test. Review protocols 2. Inform students that they will work in partners at the push-up stations prior to starting the circuit. and remind them that they should exercise at Intensity Level 3 at the cardiorespiratory endurance stations. ,IVWXGHQWV¿QLVKWKHLUSXVKXSWHVWWKH\VKRXOGNHHSH[HUFLVLQJXVLQJ Station/ Fitness the next easiest movement so they can remain active for the duration of Exercise Component(s) that station. 1. Progressive Sports Skill 4. Remind students that the basketball stations are for fun but they Knock Out need to cooperate and demonstrate sportsmanship skills with their classmates. 2. Push-ups 060( 3. Step Box Assessment(s): CRE Skier $VNVWXGHQWVWRUHÀHFWRQWKHLUSUHYLRXVSXVKXSPHDVXUHPHQWDQG their progress. 4. Basketball Sports Skill 2. Have students share strategies to improve their push-up scores. Keep Away

5. Push-ups 060( 0RGL¿FDWLRQ V 3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV

6. Step Box CRE Step-ups Step Box Step-ups Push-ups

Progressive Knock Out Basketball Keep Away

Push-ups Step Box Skier

10000

Objective(s): Student Explanation: 1. Demonstrate basic skills of 7KLVFLUFXLWFRPELQHVYROOH\EDOOVNLOOVZLWK¿WQHVVH[HUFLVHVDQGVKRXOG volleyball. be performed at Intensity Level 3 or higher. Stations will either elevate 2. Self-assess exercises Intensity. your heart rate to improve cardiorespiratory endurance or build muscular 3. Explain how the components of strength and endurance in the muscle groups used in volleyball. Other ¿WQHVVDSSO\WRYROOH\EDOO stations will give you the opportunity to practice basic volleyball skills.

Equipment: Direction(s): : &LUFXLW7UDLQLQJ&DUGV 1. Introduce circuit using the student explanation above. &RQHV 2. Clarify circuit rotation (clockwise, counterclockwise). 9ROOH\EDOOV 3. Explain and demonstrate the stations. 6WUHWFK%DQGV 4. Time 30-50 seconds and then rotate students. 0HGLFLQH%DOOV 5. Complete circuit more than once. $JLOLW\5LQJV 6WHS%R[HV Assessment(s): 6WDELOLW\%DOOV 1. Self-assess their Intensity Level at various points throughout the 0DWV circuit. SPORTS SKILLS CIRCUITS 'XPEEHOOV ([SODLQZKDW&RPSRQHQWVRI)LWQHVVZLOOEHQH¿WYROOH\EDOOSOD\HUVWKH :HLJKW%DUV most and why.

Key Safety & Management Tip(s): 0RGL¿FDWLRQ V 3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV 1. Complete a warm-up prior to the circuit. Fitness 2. Use circuit training cards for Station/Exercise VWDWLRQLGHQWL¿FDWLRQLQVWUXFWLRQDO Component(s) content, and quick reminders for 1. Forearm Pass to self or partner proper form and technique. 2. Step Box Knee-Ups CRE 3. Create volleyball skills cards. 4. Make sure students have plenty 3. Dumbbell Front Squat 060( of room to use equipment. 4. Stretch Band Shoulder Press 060( $GMXVWWKHQXPEHURIVWDWLRQVWR 5. Volleyball serve to wall accommodate teaching space. 6. Step Box Lateral Hop CRE 7. Stretch Band Seated Row 060( 8. Medicine Ball Pumpkin Smashers 060( 9. Volleyball Spikes to wall 10. Agility Rings Straddle Jumps CRE 11. Weight Bar Bicep Curls 060( 12. Stability Ball Wall Squat 060( 13. Set Pass to self or partner 14. Step Box Jumps CRE 15. Medicine Ball Wall Chest Pass 060( 16. Stability Ball Crunch 060(

(continued) 1100

Objective(s): Student Explanation: 1. Complete non-traditional tasks Circus Act is a circuit training activity that will give you an opportunity to and activities to improve gross practice non-traditional skills. Our class goal is to cooperate amongst each DQG¿QHPRWRUVNLOOV RWKHUKDYHIXQDQGLPSURYHRXUJURVVDQG¿QHPRWRUVNLOOV 2. Cooperate with classmates. Direction(s): Equipment: ([SODLQFLUFXLWREMHFWLYHXVLQJVWXGHQWH[SODQDWLRQIURPDERYH &LUFXLW7UDLQLQJ&DUGV 2. Divide class into six groups. &RQHV 3. Rotate students every minute. +XOD+RRSV 6WDFNLQJ&XS6HWV 0RGL¿FDWLRQ V 3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV 6FDUYHV %DODQFH%RDUGV %HDQ%DJV Cup Stacking Scarf Juggling Bean Bag *\PQDVWLF0DWV Target Toss Key Safety & Management Tip(s): 1. Create circuit training cards for the stations. THEME CIRCUITS Station/ Exercise 1. Hula Hoops

2. Cup Stacking

3. Balance Boards

4. Scarf Juggling Hula Hoops Balance Army Crawl Boards 5. Army Crawl

6. Bean Bag Target Toss

116

Objective(s): Student Explanation: 1. Perform upper and lower body 8SSHU/RZHU LV D FLUFXLW WUDLQLQJ DFWLYLW\ WR EXLOG PXVFXODU VWUHQJWK exercises. and muscular endurance. As you rotate through the circuit, notice how the 2. Add or decrease resistance to exercises alternate between upper and lower body. Our goal is to perform perform 10 repetitions. UHSHWLWLRQV RI HDFK 060( H[HUFLVH DGG RU GHFUHDVH UHVLVWDQFH accordingly to perform 10 repetitions with mild to moderate muscular Equipment: fatigue. &LUFXLW7UDLQLQJ&DUGV &RQHV Direction(s): :HLJKW%DUV ([SODLQWKHFLUFXLWREMHFWLYHVXVLQJWKHVWXGHQWH[SODQDWLRQDERYH 'XPEEHOOV 2. Perform a full-body workout using dynamic movements. 6WUHWFK%DQGV 3. Review proper form, technique, and safety considerations for all exercises. Key Safety & Management Tip(s): 1. Review proper form, technique, Assessment(s): and safety expectations for each 1. Have students name a variety of upper and lower body exercises that exercise. could be used in another upper and lower body circuit. ADDITIONAL CIRCUITS Station/ Fitness 0RGL¿FDWLRQ V 3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV Exercise Component(s) 1. Push-ups 060(8SSHU 2. Weight Bar 060(/RZHU Push-ups Squat Stretch Front Squats Thrusts Band Lateral Raise 3. Weight Bar 060(8SSHU Bicep Curls 4. Dumbbell 060(/RZHU Suitcase Lunges 5. Stretch Band 060(8SSHU Lateral Raise 6. Squat 0(&RPELQDWLRQ Thrusts Lower

Dumbbell Weight Bar Weight Bar Suitcase Front Squats Bicep Curls Lunges

126