Weight Training Mondays and Wednesdays

Teacher: Coach Bennett

Unit/Session: Weight Training

Date of Instruction: Monday and Wednesday

Standard/s: 

*PEWT.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns.

         a. Demonstrates proper spotting techniques for lifts and exercises as needed. 

         b. Identifies and applies principles of biomechanics necessary for the safe and successful performance of upper and lower body lifts. 

         c. Demonstrates proper biomechanics for use of free weights and resistance machines. 

         d. Demonstrates independent learning of movement skills and patterns for speed and agility.

         e. Demonstrates proper posture, form, and flexibility in weight training.

*PEWT.2 The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement and performance. 

        a. Observes the lifting technique of another student.

        b. Observes another student performing a plyometric exercise. 

        c. Identifies muscles used for upper and lower body lifts.

        d. Identifies safety equipment required for participation in weight training. 

        e. Meets increasingly higher levels of strength and endurance. 

        f. Identifies various exercises to enhance the development of muscle groups.

        g. Charts progress in a variety of upper and lower body lifts.

        h. Recognizes importance of a variety of sets, repetitions, and work-loads. 

        i. Performs a variety of upper and lower body lifts or exercises for muscular development. 

        j. Exhibits understanding of terminology associated with weight training.

Learning Target/ Teaching Point:  Introduce rules, terminology, strategies, objectives, and positions as it pertains to the weight room. Complete a specific targeted workout and understand how each movement affects specific muscle groups.

Success Criteria: 

• I know I have it when I can explain the movements specific to each exercise (form).

• I know I have it when I can understand and explain my role in the exercise exerciser/ spotter.

• I know I have it when I can explain the rules and expectations of the weight room.

• I know I have it when I can demonstrate teamwork.

• I know I have it when I show understanding of the key weight training  vocabulary.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: We will discuss the importance of physical fitness, particularly the importance of adding muscle to perform various sporting events.

DIRECT INSTRUCTION:

Introduction of the rules, terminology, strategies, objectives, and positions pertaining to the weight room.

Students will watch as the correct technique is performed at each of the fitness stations.

How to Bench Press with Proper Form (AVOID MISTAKES!)

How to Perform Dumbbell Triceps Kickback Exercise

How To Incline Dumbbell Press - The Right Way! (GROW YOUR CHEST)

How to Perform Skull Crushers - Triceps Exercise Tutorial

How to Do Triceps Bench Dips

How to Do Crunches

How to Do Vertical Leg Lifts

Team CrossFit - partner leg raise/throw

Work Period  (We Do, You Do)

Students learn by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Class will divide up into different groups and go through each station and perform sets/ and reps as to add muscle.

Students will complete each exercise, give one another feedback, as well as receive feedback from the teacher.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

In partners/small group settings, students will complete several exercises, agility drills, and movement drills.

Students will perform their predetermined workout which will  include a variety of strength and stamina exercises, targeted core exercises, as well as sport specific exercises designed for athletes participating in different sports.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Observation will serve as the primary way of gauging the students' understanding of each task.

Formative Assessment : 

As class is dismissing, ask students to describe the exercises  that they think would best suit them for building strength for their particular sports.

Homework

N/A