Fitness - Sport Specific Training
Unit Plan
Sports Performance 10, 20, 30
Shayne Brown
Spring 2015
UNIT PLAN
Grade: 10-12
Unit: Golf- Sport Specific Training
Dates: March 9-20
Resource: Davies, C. & DiSaia, V. (2010). Golf Anatomy. Human Kinetics. Print.
Date Planned
to Teach
Mar. 9
Mar. 10
Mar. 11
Mar. 12
L.1 Intro/Workout
L.2 Personal Workout
Plan
L.3 Fitness Goals
L.4 Anatomical Planes
GLO’s
Module
Module
Module
Module
SLO’s
Module
Module
Module
Module
- Introduce textbook
- Explain assessments
- Class discussion
based on muscles
used in golf swing
- Ideas of sport specific
training
- Explain safety in the
fitness center
- Demonstration of
workouts from the
textbook: pages
36,40,42,84,122
- After demonstration,
get the entire class to
go through the
workouts together as
a group
- Identify important
aspects of a
personal workout
program
- Hand out personal
workout sheets
with the students
- Explanation of the
principles of
training:
Progression,
overload,
specificity,
reversibility, FITT
principle
- In class exercise
led by the teacher,
workouts will be
chosen one from
each of the
chapters
- Students will need
to fill in the
workouts chosen
by the teacher in
their workout
journal as they go
-
-
-
-
Lesson Title
Learning
Activities
Assessment
Spring 2015
-
Observation
Discussion
Participation rubric
Participation
Checklist
-
Observation
Feedback
(comfort level 15)
Participation
-
-
-
-
Discussion on
importance of goal
setting in sport
specific training
Introduce goal
setting sheet with
the students and
explain exactly
what will be
accomplished
Explain that they
need to use goal
setting sheet
throughout unit to
plan their workouts
to meet these goals
Draw a diagram of
goal setting with
specifics of the end
goal, process goals
and critical skill
goals
Get students to fill
out goal sheets
individually
In class exercise:
get students in
partners and get
them to use the
textbook to pick 5
new exercises to
use in class
Self Evaluation
Peer evaluation
Observation
Discussion
Participation
-
-
-
Discussion based
on the anatomical
planes of the
human body
In class exercise:
continue to build
workout journal
with new
exercises not
chosen before
Begin developing
individual
personal workout
plan from the
workouts we
choose, but they
have to coincide
with their goals
that they set
Self Evaluation
Peer evaluation
Observation
Discussion
Participation
Page 2 of 11
- Attendance
Safety
Checklist
Attendance
Journal
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to begin
Equipment/facilities:
- Clean all equipment
- Suitable
clothing/footwear
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to
begin
Equipment/facilities:
- Clean all equipment
- Suitable
clothing/footwear
DI, Fitness for life
DI, Cooperative
Learning, guided
discovery, Fitness for
life
Equipment
15 Textbooks, journals,
30 pens, appropriate
clothing, workout
equipment
Mot
Be energetic
throughout. Discuss
importance of specific
training (how these
workouts can benefit
their game and make
their overall game
stronger). Get the
students engaged in all
discussions and
demonstrations from
active involvement.
Instructional
Strategies
Checklist
Attendance
Journal
Goal setting sheet
-
Checklist
Attendance
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to begin
- Listen to all
instructions
Equipment/facilities:
- Clean all equipment
- Suitable clothing/
footwear
Cooperative Learning,
Guided discovery,
Fitness for life
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to
begin
Equipment/facilities:
- Clean all equipment
- Suitable
clothing/footwear
Textbooks, journals,
writing utensils,
appropriate clothing,
workout equipment
Textbooks, journals,
writing utensils,
appropriate clothing,
workout equipment
Textbooks, journals,
writing utensils,
appropriate clothing,
workout equipment
Constant and
continuous feedback
to the students. Give
students full control
of what activities they
want to choose. Get
them to apply their
activities to real life
situations and get
their feedback.
Playing music while
the student’s
workout.
Smooth transitions
between discussions
and exercises. Give
students full control of
what they want to
choose. Get the
students engaged in all
discussions and
demonstrations from
active involvement.
Playing music while the
student’s workout.
Smooth transitions
between discussions
and exercises. Give
students full control
of what they want to
choose. Get the
students engaged in
all discussions and
demonstrations from
active involvement.
Playing music while
the student’s
workout.
Date
Planned to
Teach
Mar. 13 (60 minutes)
Lesson
Titles
L.5 Periodization
GLO’s
Module
SLO’s
Module
Spring 2015
-
Cooperative Learning,
Guided discovery,
Fitness for life
Page 3 of 11
Learning
Activity
-
-
-
In class discussion about
timeframe of adaptation of
fitness, periodization,
modifications of exercises
Demonstrate two new exercises
not in the textbook :TRX ropes,
squats on the squat rack
In class exercise: students will
need to now choose 8 exercises
to complete 2 sets and implement
them in their own personal
workout plan
Assessments
-
Safety
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting techniques
- No resistance to begin
Equipment/facilities:
- Clean all equipment
- Suitable clothing/footwear
- Enough equipment for each
participant
- Enough space between participants
Guided learning, Fitness for life
Instructional
Strategies
Performance Task
Observation
Rubric
Attendance
Equipment
Journals, writing utensils, appropriate
clothing, workout equipment
Mot
Easy worksheets that will not
frustrate the student. Applying the
designed workouts to their life and
understanding the many benefits of
why it is important. Play music while
creating fitness plan.
Date Planned
to Teach
Lesson Title
GLO’s
Spring 2015
Mar. 17
Mar. 18
Mar. 19
Mar. 20
L.6 Performing
Enhancing Drugs
L.7 Alcohol and
Smoking
L.8 Online Resources
L.4 Flexibility and
Hunger Games
Module
Module
Module
Module
Page 4 of 11
SLO’s
Learning
Activities
Module
Module
Module
Module
- In class discussion on
performance
enhancing drugs
- In class
demonstration: One
arm plank with
rotation, Tricep
extensions on TRX
- In class exercise:
Students will choose
8 new exercises from
textbook and go
through two sets
while continuing to
develop their
personal workout
plan
- In class discussion:
Explain the effects
of alcohol and
smoking on
athletes
- In class
demonstration:
One weight on the
bar bench press,
Thor or supergirl
workout
- In class exercise: 8
new exercises from
textbook and now
doing three sets
-
-
-
-
-
-
Assessment
Safety
Instructional
Spring 2015
-
Observation
Discussion
Participation rubric
Participation
Checklist
- Attendance
- Journals
- Goal setting
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to begin
Equipment/facilities:
- Clean all equipment
- Suitable
clothing/footwear
-
DI, Fitness for life,
DI, Cooperative
-
Observation
Feedback
(comfort level 15)
Participation
Checklist
Attendance
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to
begin
Equipment/facilities:
- Clean all equipment
- Suitable
clothing/footwear
-
Computer lab work,
not in the fitness
center to begin
Students will
research two videos
from
http://www.golfchan
nel.com/topics/instr
uction/golffitness.htm Or
http://athleticgolftra
ining.com/category/
general-golf-fitness
They will watch the
videos and fill out
the activity sheet
provided
Once completed,
they will go to the
fitness center to
continue to develop
personal fitness
plan and choose 8
new exercises from
textbook with 3 sets
In class
demonstration:
Zottman curl, Bozu
pushups
In class worksheet
Observation
Discussion
Participation
Checklist
Attendance
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to begin
- Listen to all
instructions
Equipment/facilities:
- Clean all equipment
- Suitable clothing/
footwear
Peer Teaching,
-
-
In class
discussion:
Discuss flexibility,
importance of
warm ups
In class
competition: 3
groups will be pre
picked by the
teacher, they will
be tasked to go
through the
THOR workout as
a group as many
times as they can
within 30
minutes
Self Evaluation
Peer evaluation
Observation
Discussion
Participation
Checklist
Attendance
Supervision:
- Onsite Supervision
- Observation
Instructional:
- Proper lifting
techniques
- No resistance to
begin
Equipment/facilities:
- Clean all equipment
- Suitable
clothing/footwear
Peer Teaching,
Page 5 of 11
Strategies
Guided discovery
Learning, guided
discovery
Cooperative Learning
Cooperative Learning
Equipment
15 Textbooks, journals,
30 pens, appropriate
clothing, workout
equipment
Textbooks, journals,
writing utensils,
appropriate clothing,
workout equipment
Textbooks, journals,
writing utensils,
appropriate clothing,
workout equipment (4
medicine balls, 4
resistance bands, 4
exercise balls, 10 mats)
Textbooks, journals,
writing utensils,
appropriate clothing,
workout equipment
(4 medicine balls, 4
resistance bands, 4
exercise balls, 10
mats)
Mot
Be energetic
throughout. Discuss
importance of specific
training (how these
workouts can benefit
their game and make
their overall game
stronger). Get the
students engaged in all
discussions and
demonstrations from
active involvement.
Playing music while the
students workout.
Relate to their life.
Constant and
continuous feedback
to the students. Give
students full control
of what activities they
want to choose. Get
them to apply their
activities to real life
situations and get
their feedback.
Playing music while
the students workout.
Relate to their life.
Smooth transitions
between peer teaching.
Give students full
control of how they
want to convey their
message and teach
their peers. Get the
students engaged in all
discussions and
demonstrations from
active involvement.
Playing music while the
students workout.
Smooth transitions
between peer
teaching. Give
students full control
of how they want to
convey their message
and teach their peers.
Get the students
engaged in all
discussions and
demonstrations from
active involvement.
Unit Plan Breakdown
Participation checklist 25%
Attendance
25%
Work out Journal
25%
Peer Feedback
5%
Personal Fitness plan
20%
Total
100%
Worth 10% of total grade
Spring 2015
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Assessments
1. Participation Checklist and Attendance (50% of final unit grade)
/5 marks
/5 marks
/5 marks
Exceeding
Expectations
Meeting
Expectations
Grading Criteria
E E – 5 marks
M E – 3 marks
N M E – 1 mark
Not Meeting
Expectations
/5 marks
(Name)
(Name)
(Name)
(Name)
(Name)
(Name)
(Name)
(Cont…)
/ 20 marks
Attendance
Name
March 13
March 12
March 11
March 10
March 9
3 lates account for loss of 3 marks
(Name)
Spring 2015
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Not Meeting
Expectations
(Works well with others,
demonstrates willingness to
help others, always includes
others)
Meeting
Expectations
(Takes the initiative for
their learning, willing to
teach or help others, willing
to stand alone)
Not Meeting
Expectations
(Tries to the best of their
ability, constantly engaged,
excited to learn, changing
into appropriate clothes)
Exceeding
Expectations
(Communicates ideas clearly,
vocal in the gym setting,
engaged in all discussions)
Meeting
Expectations
Teamwork
Not Meeting
Expectations
Leadership
Exceeding
Expectations
Effort
Meeting
Expectations
Communication
Not Meeting
Expectations
Name
(Name)
(Name)
(Name)
(Name)
(Name)
(Name)
(Name)
Attendance = 25%
Participation = 25% of final unit grade
/10 (2 marks per day)
2. Workout Journal Entry (25% of final unit grade)
Exercise
Name of movement
Diagram
Quick drawing to
remember
movement
Description
Detailed description of the workout, target area of the
body, and other important things to consider.
Importance
Detailed reason as to why this activity is important to
use in our routines, why it is beneficial, sport-specific
purpose of movement.
___________
___________
___________
___________
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___________
___________
___________
___________
Total
Teacher comments:
/40
4. Reflection (5%)
Group ________
Name ______________________
What was the main area of focus for this workout?
_____________________________________________________________________________
What could be improved?
_____________________________________________________________________________
What went well?
_____________________________________________________________________________
Each feedback card will be completed for a check, which then all of the cards will be worth 5%, then lose a half
of a percent for every feedback missed. (5% if all completed, 3.5% if 3 missed)
5. Personal Fitness Plan (20% of unit grade)
Objective: Design and create a workout plan that would best suit you as an individual. Think of your areas
of weaknesses as a golfer, and develop a workout that could help you improve your game. Give the
Spring 2015
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movement, a diagram, a description of the movement, and the sport specific purpose of the movement
and how it can make you a better golfer. You only have 30 minutes to complete task in class.
Name: _________________ Area of Body Targeted: _________________ (All, Upper, Lower, Middle)
Movement
Name of movement
Diagram
Quick drawing to
remember
movement
Description
Detailed description of the workout, target area of the
body, and other important things to consider.
Sport Specific Purpose
Detailed reason as to why this activity is important to
use in your workouts, why it is beneficial for your game,
why did you choose it.
___________
___________
___________
___________
___________
___________
___________
___________
Spring 2015
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6. Personal Fitness Plan Rubric
Level
Criteria
Plan Development
Knowledge
Effort
4
3
2
1
Excellent
Proficient
Adequate
Limited *
Student provides
comprehensive detailed
reasons for workout.
Student provides thorough
detailed reasons for workout.
Student provides partially
detailed reasons for workout.
Student never provides
detailed reasons for workout.
Student explains
extensively the importance
of sport-specific workouts.
Student explains
substantially the importance
of sport-specific workouts
Student explains partially the
importance of sport-specific
workouts
Student never explains
importance of sport-specific
workouts
Student consistently
demonstrates personal
benefits of sport-specific
training.
Student frequently
demonstrates personal
benefits of sport-specific
training.
Student rarely demonstrates
personal benefits of sportspecific training.
Student never demonstrates
personal benefits of sportspecific training.
Student demonstrates at least
8 activities and provides a
rich & detailed explanation
of their workout.
Student demonstrates at least
6 activities and provides a
specific explanation of their
workout.
Student demonstrates at least
4 activities and provides a
simplistic explanation of
their workout.
Student demonstrates less
than 2 activities and never
explains the importance of
their workout.
Student comprehensively
filled in the workout plan.
Student thoroughly filled in
the workout plan.
Student superficially filled in
the workout plan.
Student never filled in the
workout plan.
Student consistently
participated in their personal
workout and came prepared
for class.
Student frequently
participated in their personal
workout and came somewhat
prepared for class.
Student barely participated
in their personal workout and
was never prepared for class.
Student never participated in
their personal workout and
was not prepared for class.
Total /24
Spring 2015
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