Fitness Plan

YEARS 1 TO 10 SOURCEBOOK MODULE
HEALTH AND PHYSICAL EDUCATION

LOWER SECONDARY
Level
B6
Developing a fitness
program
Strand
Developing Concepts and Skills for Physical Activity
Purpose
Students examine fitness programs and actively participate in fitness sessions
to learn to apply the principles of training to bring about improvements in
each of the components of health-related fitness. They learn that the
development of each of the components of fitness requires specific types of
exercises, with a minimum frequency, intensity and time (duration).
Overview of activities
Activities in this module are based on a learner-centred approach with an
emphasis on decision making and problem solving. As the following diagram
shows, activities are sequenced in understanding, planning, acting and
reflecting phases.
Understanding
Purpose of fitness
programs
Elements of fitness
programs
Principles for
developing fitness
Reflecting
Planning
Reviewing knowledge
and skills
Evaluating
Optimal target zones

Principles of training
Acting
A personal program
The State of Queensland (The Office of the Queensland School Curriculum Council) 2000
SOURCEBOOK MODULE
Core learning outcome

This module focuses on the following core learning outcome from the
Years 1 to 10 Health and Physical Education Syllabus:
Developing
Concepts and Skills
for Physical Activity
5.3 Students devise and implement a health-related fitness program applying

principles of training.
Core content
Developing
Concepts and Skills
This module incorporates the following core content from the syllabus:
relationship between health, physical activity and fitness, including
benefits of health-related fitness, components of fitness, principles of
fitness and skills for participation in fitness activities.
DEVELOPING A FITNESS PROGRAM LOWER SECONDARY
Assessment strategies
Developing
Concepts and Skills
5.3
The following are examples of assessment tasks that provide opportunities for
students to demonstrate the core learning outcome identified in this module.
Students present a health-related fitness log that contains a personal
health-related fitness program they have devised and a diary to show
how they have implemented it.
(a) The personal health-related fitness program should show warm-up and
cool-down routines and a series of work-out schedules that have been
devised to develop the components of health-related fitness. The workout schedule should show application of the principles of training.
(b) The diary should contain evidence of implementation of the program
including the principles of training. The dates of participation, the
intensity of effort (perceived exertion, heart-rate monitoring, load) and
the duration of work-outs should be recorded. Reflections on
physiological and psychological benefits, adjustments made to the
program and barriers to completing sessions could also be noted.
Can the student devise a health-related fitness program?
Does the program reflect the types of exercises conducive to
developing each of the health-related fitness components?
Can the student apply the principles of training?
Can the student show evidence of implementing the program?
Can the student show evidence of having applied the principles of
training?
Does the student implement the program regularly (frequently)?
Can the student show evidence of increasing and monitoring intensity
of effort?
Can the student show evidence of overloading and increasing the time
(duration) of effort?
SOURCEBOOK MODULE
Background information
Health-related fitness programs
If students are to maintain or develop health-related fitness across their
lifespan, they require the knowledge and skills that enable them to devise and
implement programs tailored to developing each of the components of
health-related fitness.
Through opportunities to examine fitness programs and to participate in

fitness sessions modelled from those programs, students can gain the
knowledge and skills to help them develop effective personal fitness programs
around enjoyable activities.
Teachers should be aware that physiological improvements in health-related
fitness can take several weeks to become apparent. However, psychological
benefits may be more immediate. In addition, due to the influence of
chronological age, physical maturation, motivation and other factors, such as
nutrition, learnt skills, medical conditions and environmental factors, it is
inappropriate for teachers or students to engage in social comparison of
performance in fitness activities. It is more important that students begin to
evaluate their own fitness-related health needs and monitor their own
participation and performance in physical activity.
Students should also be given opportunities to consider the health and safety
and time-management issues associated with implementing their programs.
Students need the knowledge and skills to make decisions about appropriate
dress, footwear, fluid replacement and scheduling of fitness sessions into their
daily lives. Such knowledge and skills, together with the strategies to
overcome the potential barriers to implementing their program, can further
empower students to devise and implement programs. These programs
should meet not only the guidelines advocated by health and exercise
professionals but also their own individual health needs and circumstances.
Terminology
Learning activities in this module involve use of the following language in the
context of Health and Physical Education:
aerobic fitness
cool-down
duration
fitness program
fitness session
fitness target zone
flexibility
health-related fitness
intensity
muscular endurance
muscular strength
overload
principles of training
specificity
threshold of training
warm-up
work load
work-out phase
Teachers should be aware that the core learning outcome does not warrant
students to undergo fitness testing. This module has been designed to build
on the knowledge and skills students are expected to have acquired at Level 4
and, therefore, assumes a basic understanding of each of the health-related
fitness components and the activities that promote each of these. Emphasis is
on students gaining an understanding of, and applying the principles of,
training to develop health-related fitness programs capable of bringing about
fitness improvement.
SOURCEBOOK MODULE
School authority policies

Teachers need to be aware of and observe school authority policies that may
be relevant to this module.
Safety policies are of particular relevance in Developing a fitness program.
Some safety issues that teachers should consider are:
appropriate warm-up and cool-down activities;
use of an area suitable for the activity for example, large enough for the
number of students participating, level surface and free of loose objects;
selection of activities appropriate to the skill and ability levels of students;
opportunities for students to replace fluids after vigorous physical activity;
appropriate time of day and suitable climatic temperatures;
medical conditions of individual students.
Social justice principles

This module provides opportunities for students to increase their
understanding and appreciation of supportive environments and diversity. It
includes activities that encourage students to:
accept that levels of exertion will be unique to individuals;
understand that commitment to developing health-related fitness is
affected by motivation, sociocultural factors, environment;
recognise the barriers and enablers experienced by individuals or groups
who wish to participate in health-related fitness programs.
Students with disabilities or learning difficulties may require some activities
to be modified to optimise both their participation and their ability to
demonstrate the outcomes. Teachers should consult with parents/carers and
specialist support staff to determine whether modification is necessary.
Support materials and references

Australian Coaching Council 1998, 20m Shuttle Run Test, kit, Belconnon,
ACT.
Australian Council for Health, Physical Education and Recreation
(ACHPER) 1994, Fitness: Upper Primary, Hindmarsh, SA.
Australian Council for Health, Physical Education and Recreation
(ACHPER) 1998, Australian Fitness Education Award (918 years),
Hindmarsh, SA.
Harris, J. & Elbourn, J. 1997, Teaching Health-Related Exercise at Key Stages 1
and 2, Human Kinetics, Lower Mitcham, SA.
The Health Development Foundation 1994, Action Pact: Upper Primary
Fitness Education Program, Ashton Scholastic, Sydney.
Hopper, C., Fisher, B. & Munoz, K. 1997, Health-Related Fitness for Grades 5
and 6, Human Kinetics, Lower Mitcham, SA.
SOURCEBOOK MODULE
Kirkpatrick, B. & Birnbaum, B. 1997, Lessons from the Heart: Individualising

Physical Education With Heart-rate Monitors, Human Kinetics, Lower
Mitcham, SA.
National Heart Foundation of Australia.
Available URL: http://www.heartfoundation.com.au (accessed January 2000).
National Heart Foundation of Australia 1980?, High School Heart Health:
Physical Activity, Canberra.
National Heart Foundation of Australia 1996, Heart Health Manual: A
Resource Kit for Primary Teachers, Canberra.
PE Central, Fitness Websites.
Available URL: http://pe.central.vt.edu/websites/fitnesssites.html/ (accessed
January 2000).
Personal Development, Health and Physical Education Board of Studies
1994, Active Lifestyle: Years 710 Teaching Kit, North Sydney.
South Australia Education Department 1982, Daily Physical Education Levels

6 and 7, Australian Council for Health, Physical Education and Recreation
(ACHPER), Hindmarsh, SA.
Tribune Media Services, The Fitness Files.
Available URL: http://chitrib.webpoint.com/fitness/ (accessed January 2000).
Ratliffe, R. & Ratliffe, L. 1994, Teaching Children Fitness: Becoming a Master

Teacher, Human Kinetics, Lower Mitcham, SA.
SOURCEBOOK MODULE
Activities
Understanding
PURPOSE OF
FITNESS PROGRAMS
Establishing the purpose for and the components of health-related

fitness programs
Students review their prior learning of health-related fitness, in

particular, the benefits of regular participation in physical activity, the
components of health-related fitness and the activities that can promote each
of those components.
Students discuss the range of fitness programs followed by individuals

and groups in the community. They distinguish between a sport-related
fitness program and a health-related fitness program and compose a class
definition for each of those terms.
Teaching considerations
Ensure students understand that health-related fitness programs target individual
health and wellbeing rather than enhancing sporting performance.
Programs will vary depending on physical and sociocultural aspects for
example, abilities and gender, cultural background, geographic location and
socioeconomic circumstances.
Students discuss the relevance of enjoying and participating in healthrelated fitness programs throughout ones life. They suggest ways individuals
can make sessions an enjoyable part of their daily routine and how they can
be motivated to participate in them regularly.
ELEMENTS OF
FITNESS PROGRAMS
Understanding the elements of fitness programs and the phases of

a fitness session
Students discuss the relationship between fitness programs and fitness

sessions. They also discuss the place of fitness assessments and fitness
monitoring in these programs.
Clarify to students that fitness programs comprise a series of fitness sessions,
which are planned in sequence to bring about progressive improvement in
fitness.
Highlight that community fitness programs often involve fitness testing to
determine current levels of fitness and to monitor progressive improvements.
SOURCEBOOK MODULE
Students identify the three phases of fitness sessions and discuss the
purpose of each phase.
Focus questions could include:
What are the common terms used to refer to the three phases of a
fitness session?
What is the purpose of the warm-up phase? Work-out phase? Cooldown phase?
What are some exercises for preparing the skeletal muscles for more
vigorous physical activity? What exercises prepare the heart muscle?
What level of effort will be required in the work-out phase if the aerobic
component of health-related fitness is to be developed?
How does body temperature and blood flow change throughout the
three phases?
How and where could the rate of blood flow around the body be
monitored?

How do you know when your skeletal muscles and joints are ready for
more vigorous exercise?
How do you know when your aerobic system is ready for more vigorous
activity?
How did you feel mentally and emotionally while participating in the
session? How did you feel after the session?
Did you exert yourself sufficiently in the work-out phase to achieve
fitness benefits or did you underexert or overexert yourself? How were
you aware of this?
Would your efforts have had an effect on your aerobic fitness? On your
muscular strength or endurance? On your flexibility?
Why is it important that individuals deciding to begin a health-related
fitness program do not overexert themselves?
To develop the aerobic component of health-related fitness the work-out bout
might include:
a fixed-dose exercise circuit designed to develop the range of components
of heath-related fitness;
a seven-minute jog-walk;
interval runs over 60 metres, progressively increasing effort (from 60 per
cent effort to 75, 90 and 100 per cent).
At early stages in the unit of work advise students to perform work-out bouts
in their comfort zone or at a moderate level of intensity and not to overexert
themselves.
Students learn an exercise routine appropriate for the warm-up and cooldown phases of a fitness session and take part in a work-out designed to
develop all or specific components of health-related fitness. They identify the
physiological changes that take place as they work through the different
phases of the fitness session and any psychological effects they experience.
They discuss the importance of individuals not overexerting themselves in
fitness sessions.
SOURCEBOOK MODULE
Students investigate what health and exercise professionals (for example,

from the National Heart Foundation or Sports Medicine Foundation)
advocate about appropriate dress and footwear, fluid intake, safety factors and
ways to cope with changes in circumstances (travel, illness, injury).
Who are health and exercise professionals?
What do these professionals recommend?
How are these recommendations communicated?
For which social groups are their recommendations made?
Teaching consideration
Encourage students to use critical literacy skills to evaluate the
recommendations being made.
PRINCIPLES FOR
DEVELOPING
FITNESS
Developing an understanding of the principles of training applied

to health-related fitness programs
Students hypothesise as to the effectiveness of a health-related fitness

program that involves engaging in the same activities with the same level of
effort in every fitness session.
Why would health-related fitness not be developed effectively if a fitness
program included activities that concentrated only on muscular fitness?
Which health-related fitness components would not be developed?
If the same activity and fixed dose were prescribed for every session of a
fitness program, what would be the possible consequence for an
individuals motivation to participate?
How might health-related fitness gains be affected?
SOURCEBOOK MODULE
Students examine fitness programs to identify the principles of training

that are applied to enable individuals to both improve their health-related
fitness across the range of components and to maintain their motivation to
participate for the long term.
Ensure that students become aware of the following principles of training:
Frequency: how often a fitness session should be engaged in. Three to four
times a week are recommended.
Intensity: the amount of effort or exertion during exercise. For aerobic workouts, 7085 per cent of maximum heart rate is recommended.
Time: the duration of the work-out phase, for which 20 to 30 minutes is
recommended.
Type: what sort of physical activity. Physical activities chosen should be specific
to the health-related fitness component to be developed.
Explain that these principles are often referred to as the FITT formula.

How frequently do the programs recommend that individuals
participate in fitness sessions?
Why is frequent, rather than infrequent, participation encouraged?
Do the programs offer a variety of activities? What is the importance of
this?
Do the activities in the programs promote development of all the
components of health-related fitness?
Which specific activities in the programs are there to improve
flexibility? Aerobic fitness? Muscular fitness (strength and endurance)?
How much time is allocated for a fitness session? How much time is
allocated to each of the phases of the session?
Is the work load or effort in each work-out phase varied? How is the
work load varied? Why is it varied?
SOURCEBOOK MODULE
Planning
OPTIMAL TARGET
ZONES
Investigating optimal target zones and planning ways to monitor

intensity of effort
Students read articles or view a video to identify the optimal target zones
within which to exercise if the components of health-related fitness are to be
developed. They discuss the value of optimal target zones to suit a variety of
individuals and identify ways of monitoring their intensity of effort for each
of the components.

What are the optimal target zones of exercise for developing aerobic
fitness, flexibility and muscular fitness?
How can you monitor whether your effort to develop aerobic fitness,
flexibility or muscular fitness is in the optimal target zone?
How useful would optimal target zones be for the elderly? How useful
for individuals with respiratory or heart conditions?
Highlight to students that, if fitness gains are to be realised, individuals must
exercise in the target zones.
Explain that target zones are likely to vary for individuals with medical
conditions.
PRINCIPLES OF
TRAINING
Resource
Sheet 1
Applying the principles of training to develop the components of

health-related fitness
Students investigate ways the principles of training are applied in

programs to develop aerobic fitness. They learn how to calculate their target
heart-rate zone for aerobic activities (see Resource Sheet 1) and how to
monitor their resting, exercise and recovery heart rate. They learn how to
tune into their perceived levels of exertion and adjust them accordingly.
What is your maximum heart rate?
What is your target heart rate during aerobic fitness work-outs?
What are the lower and upper limits of your target heart rate?
Can you run 11.6 kilometres at a level of effort that feels comfortable
to you?
What was your exercise heart rate at the end of your run?
What do you need to do if your heart rate is below your target heart
rate?
What type of activities specifically develop aerobic fitness?
Students could run, swim or pedal on a bicycle ergometer for five to seven
minutes at a steady and comfortable pace and monitor their heart rate.
10
SOURCEBOOK MODULE

programs to develop muscular fitness (strength or endurance). They decide
what weights to use and the number of repetitions required. They also
monitor their effort and reflect upon their perceived levels of exertion.
Students could participate in partner-resistance exercises, medicine-ball activities,
treadmill walking, jogging up a hill, ergometer cycling/rowing or a gym circuit.
Isometric and isotonic exercises could be taught.

programs to develop flexibility. They practise recommended flexibility
exercises for the major muscles and joints of the body. They learn how far to
stretch (intensity), how long to hold a stretch (time) and how to monitor
their effort and reflect upon their perceived levels of exertion.
How far should you stretch a joint?
Should stretches be done quickly or slowly? Why?
How long should a stretch be held?
How can flexibility be improved?
What exercises would develop flexibility specifically at the hip joint? At
the shoulder joint?
Students could participate in a range of individual and partner exercises, static
and dynamic, with and without the use of equipment.
11
Focus questions might include:

What load should you lift if you want to improve your muscular
strength?
What load should you lift if you want to improve your muscular
endurance?
How many repetitions should you perform?
How many sets of these repetitions should you perform?
How can you bring about improvement once this work load becomes
easy?
What activities specifically develop muscular strength?
What activities specifically develop muscular endurance?
How would these activities vary according to age, medical conditions
and ability or disability?
SOURCEBOOK MODULE
Acting
A PERSONAL
PROGRAM
Resource
Sheets 2, 3
Devising and implementing a personal fitness program
Students devise their own personal health-related fitness program, using

Resource Sheets 2 and 3 to assist their planning.

How will you include each of the health-related fitness components in
your program?
What specific activities will you schedule to develop your aerobic
fitness? Your flexibility? Your muscular strength? Your muscular
endurance?
When and at what time of the day will you schedule sessions?
What format will you present this program in?
How long will you schedule each session? How could you show this on
your program?
How have you allowed for an increase in your intensity of effort?
What strategy will you use to monitor the work load you accomplished
in each session and to record your progress?
What warm-up and cool-down activities will you do?
Students implement their personal health-related fitness program in
their own time and in scheduled class time. They monitor their exertion,
maintain a diary of their participation and exertion and include comments
for example, how they felt during each session and why, why they missed
sessions or why they did not achieve the work load set.
Did you implement the session(s) as scheduled?
What barriers did you face?
How did you overcome the barrier or how might you deal with it
another time?
How hard did you work out?
Did you work at a sufficient intensity? Why?
Why did you miss a session?
Can you reschedule or make up for the missed session? When?
Do you need to adjust your program? Why? How will you adjust it?
12
Resource
Sheets 4, 5
Encourage students to exercise with a partner for encouragement and peer

support.
Refer to Resource Sheets 4 and 5 for samples of a personal fitness program and
a fitness diary.
SOURCEBOOK MODULE
Reflecting
REVIEWING
KNOWLEDGE AND
SKILLS
Reviewing learning about developing health-related fitness

programs
Students reflect upon what they have learnt about devising and
implementing health-related fitness programs and the principles of training.
EVALUATING
Reflecting upon the teachinglearning process
Students reflect upon the effectiveness of using the inquiry approach in

the teachinglearning process.
Did the inquiry process help you identify the information you needed?
Did the inquiry process broaden your knowledge about health-related
fitness programs?
Did the inquiry process challenge your current attitudes and broaden
your perspective about health-related fitness for all?
Did the activities help you to develop useful skills? If so, how? If not,
what activities might better assist you to develop these skills?
13

What did you learn about devising health-related fitness programs?
What are the principles of training and how did you learn to use them?
How devoted are you to improving your health-related fitness? Why?
How has your attitude to health-related fitness changed? Why?
How have your health-related fitness behaviours changed? Why?
What have you learnt about ways you and others can achieve healthrelated fitness?
What skills have you acquired to enable you to develop the components
of health-related fitness?
What skills have you acquired to enable you to monitor your
participation in health-related fitness activities?
How confident are you that you will pursue physical activity for healthrelated fitness reasons throughout the year and then throughout your
life?
What other skills do you need to develop your health-related fitness?
What barriers may impede you in maintaining health-related fitness?
How might these barriers be challenged?
What support do you need to maintain your participation in a healthrelated fitness program?
SOURCEBOOK MODULE
R1
It is generally recommended that the target heart rate for aerobic training be 60 to 75 per
cent of your maximum heart rate. Your maximum heart rate is established by subtracting your
age from 220.
Following is an example for a 12-year-old:
220 12 = 208 (maximum heart rate)
60% of 208 = 125
75% of 208 = 156
Thus the target heart rate for this 12-year-old student is 125 (60 per cent) to 156
(75 per cent).
Now calculate your own target heart-rate training zone.

1. Calculate your maximum heart rate given your age: 220 your age =
2. Calculate your target heart-rate zone so that it is 60 per cent to 75 per cent of
your maximum heart rate:
The lower limit is
60
100
The upper limit is
75
100
A key figure in the formula for calculating your heart rate is 220 as this is the
maximum rate at which your heart is likely to beat in its lifetime. During infancy
your heart beats at the rate of 220 beats per minute. Your resting heart rate then
falls as you grow and develop. Aerobic training will bring about a further reduction
in your resting heart rate. The reason is that aerobic training makes your heart
muscle stronger and hence more efficient at squeezing blood from the heart each
time it beats.
14
Resource Sheet 1
Calculating target heart-rate zone
4. Muscular
endurance
3. Muscular
strength
2. Flexibility
1. Aerobic
endurance
Intensity
What work load should you
aim for?
How can you bring about
improvement when this work
load becomes easy?
Frequency
How many times per week?

For how long should you
work out?
Time
Fitness
components
Principles of training
Complete this table to ensure fitness components and principles of training are part of your personal fitness program.
Resource Sheet 2
R2
What activities specifically

develop this component?
Type
Principles of training for improvement in health-related fitness

SOURCEBOOK MODULE
15
16
Muscular endurance
Muscular strength
Flexibility
Aerobic endurance
Health-related fitness component
Legs
Ankles
Shoulders
Wrist
Lower leg
Arms, shoulders
Upper leg
Lower leg
Arms, shoulders
Abdomen
Spine/trunk
Upper leg
Neck
Trunk
Hips
Neck
(preferred activities to develop this component)
Type of activities
Complete the following table to help you plan your fitness program.
Developing my health-related fitness program
Ways I will monitor my

work load and improvement
R3

SOURCEBOOK MODULE
Resource Sheet 3
Sunday
Monday
Tuesday
Wednesday
Thursday
Time of day
6.00 a.m.
7.00 a.m.
8.00 a.m.
9.00 a.m.
10.00 a.m.
11.00 a.m.
12.00 noon
1.00 p.m.
2.00 p.m.
3.00 p.m.
4.00 p.m.
5.00 p.m.
6.00 p.m.
7.00 p.m.
8.00 p.m.
9.00 p.m.
Schedule of health-related fitness sessions

Friday
1. Shade in those blocks of time to which you must commit for example, for school, meal breaks, music instruction.
2. Identify free blocks of time that are suitable for you to schedule physical activity sessions.
3. Mark in time blocks to be used for your fitness program.
Sample personal fitness program
Resource Sheet 4
Saturday
R4

SOURCEBOOK MODULE
17
18
Day/Date
Name:
Day/Date
Name:
(Heart rates)
Monitoring
(Heart rates)
Session
(Activity and load)
Week:
Monitoring
Session
Week:
(Activity and load)
To monitor your fitness program, complete the tables below.
My fitness diary
(Perceived level of exertion, barriers,

progress, enjoyment)
Comments
(Perceived level of exertion, barriers,

progress, enjoyment)
Comments
R5

SOURCEBOOK MODULE
Resource Sheet 5
This sourcebook module should be read in conjunction with the following Queensland
School Curriculum Council materials:
Years 1 to 10 Health and Physical Education Syllabus
Years 1 to 10 Health and Physical Education Sourcebook: Guidelines
Health and Physical Education Initial In-service Materials
ISBN 0 7345 2110 3
Queensland schools are permitted to make multiple copies of this module without infringing copyright
provided the number of copies does not exceed the amount reasonably required for teaching purposes in
any one school. Copying for any other purposes except for purposes permitted by the Australian
Copyright Act 1968 is prohibited.
Every reasonable effort has been made to obtain permission to use copyright material in all sourcebook
modules. We would be pleased to hear from any copyright holder who has been omitted.
The State of Queensland and the Queensland School Curriculum Council make no statements,
representations, or warranties about the accuracy, quality, adequacy or completeness of, and users should
not rely on, any information contained in this module.
The State of Queensland and the Queensland School Curriculum Council disclaim all responsibility and
liability (including without limitation, liability in negligence) for all expenses, losses, damages and costs
whatsoever (including consequential loss) users might incur to person or property as a result of use of the
information or the information being inaccurate, inadequate, or incomplete.
Any inquiries should be addressed to:
Queensland School Curriculum Council
PO Box 317
Brisbane Albert Street, Q 4002
Australia
Telephone: (07) 3237 0794
Facsimile: (07) 3237 1285
Website: http://www.qscc.qld.edu.au
Email: [email protected]
Illustrations by Stephen Francis

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YEARS 1 TO 10 SOURCEBOOK MODULE

HEALTH AND PHYSICAL EDUCATION

HEALTH AND PHYSICAL EDUCATION

Optimal target zones

HEALTH AND PHYSICAL EDUCATION

Core learning outcome

5.3 Students devise and implement a health-related fitness program applying

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

HEALTH AND PHYSICAL EDUCATION

Through opportunities to examine fitness programs and to participate in

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

HEALTH AND PHYSICAL EDUCATION

School authority policies

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Social justice principles

Support materials and references

HEALTH AND PHYSICAL EDUCATION

Kirkpatrick, B. & Birnbaum, B. 1997, Lessons from the Heart: Individualising

South Australia Education Department 1982, Daily Physical Education Levels

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Ratliffe, R. & Ratliffe, L. 1994, Teaching Children Fitness: Becoming a Master

HEALTH AND PHYSICAL EDUCATION

Establishing the purpose for and the components of health-related

Students review their prior learning of health-related fitness, in

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Students discuss the range of fitness programs followed by individuals

Understanding the elements of fitness programs and the phases of

Students discuss the relationship between fitness programs and fitness

HEALTH AND PHYSICAL EDUCATION

Focus questions could include:

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

HEALTH AND PHYSICAL EDUCATION

Students investigate what health and exercise professionals (for example,

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Developing an understanding of the principles of training applied

Students hypothesise as to the effectiveness of a health-related fitness

HEALTH AND PHYSICAL EDUCATION

Students examine fitness programs to identify the principles of training

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Focus questions could include:

HEALTH AND PHYSICAL EDUCATION

Investigating optimal target zones and planning ways to monitor

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Focus questions could include:

Applying the principles of training to develop the components of

Students investigate ways the principles of training are applied in

HEALTH AND PHYSICAL EDUCATION

Students investigate ways the principles of training are applied in

Students investigate ways the principles of training are applied in

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Focus questions might include:

HEALTH AND PHYSICAL EDUCATION

Devising and implementing a personal fitness program

Students devise their own personal health-related fitness program, using

DEVELOPING A FITNESS PROGRAM LOWER SECONDARY

Focus questions could include:

Encourage students to exercise with a partner for encouragement and peer

HEALTH AND PHYSICAL EDUCATION

Reviewing learning about developing health-related fitness

Reflecting upon the teachinglearning process