BAA Walk Fitness 11 Framework
District Name: Okanagan Skaha
Developed by: Physical Education Department
Date developed: October 15, 2004
School Name: Penticton Secondary School
Principal’s Name: Mr. Pete Corcoran
BAA date:
BAA signature:
Course Name: Walking For Fitness 11
Grade Level: 9-12
Number of Course Credits: 2 (Applied Skills)
Number of Hours of Instruction: 60
Prerequisites: None
Special Training, Facilities or Equipment Required: Weight Training Facility, television,
VCR, heart rate monitor, skin fold calipers
Course Synopsis: This course is designed to introduce the development of fitness through
the use of walking. Walking For Fitness will re-inforce and augment theories and practices
in conditioning and fitness relative to low intensity/long duration activities. Students will
measure their fitness levels, determine goals, and develop programs to achieve their
objectives. In addition to a practical progressive walking exercise program, students will
explore facts and fallacies relative to nutritional practices, and the incorporation of
technology associated to fitness through walking. This course is designed to be an
experiential learning situation through route walking and practical demonstrations.
Evaluation will be based on performance in group and individual settings. This course is
intended to interface with the Career and Planning 10 and 11; offering students an
opportunity to explore fitness through walking.
Rationale: In an attempt to address the pandemic of under fit adolescents, Penticton
Secondary Physical Education Department is offering a walk fitness course. The aim of
Walking for Fitness 11 is to provide a non threatening environment for physically fit
challenged students to take the opportunity to apply knowledge, skills, and attitudes in
order for them to achieve fitness objectives. The students will be exposed to a variety of
practice, principles, and technologies used today in pursuit of fitness via low intensity/long
duration activities. The culmination of this exposure/exploration will allow students to
determine levels of fitness, set objectives, develop, implement and maintain a program to
meet those goals. Skills and knowledge acquired via practical lab and cooperative learning
will enhance the student’s ability to address fitness/health issues in their future living
situation.
Organizational Structure
Unit/Topic
Unit 1
Unit 2
Unit 3
Unit 4
Title
Time
- Fitness Theory
- Equipment/Technology use
- Program
development/implementation
- Fads & Fallacies, Nutrition
3 hours
2 hours
45 hours
10 hours
Unit/Topic Module Descriptions
Unit 1:
Fitness Theory Overview
Students will become familiar with health related components of
fitness and how to measure these components. They will examine
Progressive Exercise Theory (PET) and how it applies to a walking
exercise program. The F.I. T. principle of training will also be studied
to determine how it too can be incorporated into a walking program in
order to give students optimum success.
Curriculum Organizers and Learning Outcomes
Technology
It is expected students will:



understand and use appropriate equipment and methodologies for fitness
component measurement
use fitness component measurements to evaluate overall fitness
determine how PET and FIT can address fitness components which have been
evaluated as requiring improvement
Self and Society
It is expected students will:
 demonstrate an understanding of how fitness affects society and them
personally

Unit 2
can demonstrate an appropriate use of language and terminology relative to
fitness
Equipment/Safety Orientation overview.
Students will become familiar with footwear, pedometer and heart rate
monitor use.
Technology
It is expected students will:


be able to choose footwear appropriate to their individual needs
program and operate a pedometer and heart rate monitor to aid in their
programs
Self and Society
It is expected that students will:


Unit 3
demonstrate knowledge of footwear, pedometers, and heart rate monitors, in
order to be competent consumers and users.
be able to use appropriate language and terminology associated to health
related fitness.
Program Development/Implementation Overview
The students will define their fitness objectives as determined by
pre-program fitness testing. They will then develop their own walking
program using theories and principles explored during initial fitness
theory exposure. After developing their own walking program,
students will implement that program. Modifications will be
addressed and made after observations and evaluations of daily
routines and daily student record keeping via a student/instructor or
student/student consultative process.
Technology
It is expected the student will:
 incorporate appropriately walking fitness equipment for a successful
walking program


use appropriate theoretical practices for gaining fitness through
walking
use appropriate record keeping practices
Self and Society
It is expected the student will:
 demonstrate appropriate equipment and walk fitness practices
 demonstrate knowledge and understanding of FIT and PET theories
relative to fitness walking in order to aid peers and others in walking
fitness
Unit 4
Fads/Fallacies, Supplementation and Nutrition Overview
Students will familiarize themselves with fads and
fallacies as they are related fitness. An examination of
supplementation and nutritional practices related to a successful
walking program will be examined.
Technology
It is expected the student will:
 be able to determine the difference between sound versus unsound practices,
equipment, and ergogenic aids
 be aware of good nutritional practices for optimum success in achieving their
fitness objectives
Self and Society
It is expected the student will:
 demonstrate knowledge of fad, fallacy, and quackery in order to be a critical
consumer of fitness training/nutritional products and practices
 demonstrate a willingness to try different equipment, techniques and nutritional
practices to achieve fitness.
Assessment Component
 60% of grade will be based upon daily lab/workout
 20% of grade will be based upon record keeping and interpretation of record


10% of grade will be based upon multiple choice test relative to fitness theory and
safety
10% of grade will be based upon Ergogenic Aid assignment
Instructional Component
 direct instruction
 demonstrations
 video
 practical work
 lab work with new technologies
 group/paired work
 library research