SHAPE STANDARDS
S1.M24.7- Demonstrates correct technique for a variety of skills in 1 self-selected individual-performance activity.
S3.M18.7- Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise.

CASEL STANDARDS
Self-Management: Stress Management

ASSESSMENT RUBRIC

 

Objective: Upper body strength training

Gymnastics Unit | Level 31

TECHNIQUE
Today we are going to upper body strength train.

IMPORTANCE
Upper body strength training is important because it helps you increase the muscle in your arms, upper back and chest. Having a strong upper body can help improve your posture and form as well as speed and stability.

VOCABULARY
Upper body: consists of your shoulders, chest, and back.

When upper body strength training, here are a few exercises you can do: 

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1. Plank

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2. Push ups

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3. Supermans

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4. Burpees

 

PRACTICE

  1. Spread out onto the field so that you are at least an arm’s length away from the person standing next to you. I will call out different upper body exercises for us to do.

CIRCUIT TRAINING II

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TIME
25-35 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
6 short cones
1 cone per 6 students
1 jump rope per 6 students

OBJECTIVE
Today we are Circuit Training. In this game, the objective, is to upper body strength train at each station.

INSTRUCTIONS

  • Before the game begins, I will assign you to a station.

  • At each station, perform the assigned task.

  • One minute will be spent at each station.

  • Once the minute is up, take a 15 second rest before rotating clockwise to the next station.

  • We will begin a new game after rotating through the stations three times.

 

Game 1: Play as indicated above.
Game 2: Try variations on the exercises, like tricep push-ups or double jumps.
Exit Ticket: Students demonstrate three upper body exercises before lining up to return to class.

 

TEACHING TIPS

  • Approach:

    • Remind students this is not a competition – everyone should focus on their own progress.

    • Add more or less stations depending on time and class size.

  • ELL Accommodation:

    • Post labeled pictures of skills and game play.

    • Partner with proficient English speakers for directions/modeling and reflections.

  • SpEd Accommodation:

    • Set individual goals for physical or behavioral modifications.

    • Allow students to demonstrate skill one-on-one with teacher.

    • Allow students extra time to master the skill.

  • Reflection:

    • Name one muscle in your arms that you were able to strengthen today through our upper body strength training.

    • What skill was the easiest for you and which was the most challenging?

PLANK BALL

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
1 music player
1 play ground ball per 8 students

OBJECTIVE
Today we are playing Plank Ball. In this game, the objective is to upper body strength train as you hold a plank and roll the ball to the person next to you before the music stops.  

INSTRUCTIONS

  • I will divide the class into groups of eight.

  • Each group will receive a play ground ball.

  • Before the game begins, form a circle shoulder-to-shoulder with everyone in a plank position.

  • When I say, “GO!” I will begin the music while everyone holds their plank position.

  • When the ball comes to you, continue to hold your plank and roll the ball using one hand to the person next to you.

  • The ball must be kept on the ground.

  • If the ball is rolled out-of-bounds, quickly retrieve it and pass it to the person next to you.

  • If the music stops and you are in possession of the ball, you are out and must wait on the sidelines.

 

Game 1: Play as indicated above. Roll the ball in the other direction. 
Exit Ticket: Students demonstrate three upper body exercises before lining up to return to class.

 

TEACHING TIPS

  • Approach:

    • If students are out too often, assign a rule where a student receives a letter (B-A-L-L) instead of getting out. Once a student has all four letter, he/she is then out.

  • ELL Accommodation:

    • Post labeled pictures of skills and game play.

    • Partner with proficient English speakers for directions/modeling and reflections.

  • SpEd Accommodation:

    • Set individual goals for physical or behavioral modifications.

    • Allow students to demonstrate skill one-on-one with teacher.

    • Allow students extra time to master the skill.

  • Reflection:

    • Name one muscle in your arms that you were able to strengthen today through our upper body strength training.

    • What skill was the easiest for you and which was the most challenging?

FITNESS RELAY II

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
6 short cones
1 cone per 6 students
1 jump rope per 6 students

OBJECTIVE
Today we are playing Fitness Relay. In this game, the objective is to upper body strength train as you participate in the fitness relay.

INSTRUCTIONS

  • I will divide the class into teams of four.

  • Each team will receive a fuzzy ball.

  • Before the game begins, line up single file behind your team’s marker cone.

  • When I say, “GO!” the first team member will run down the field and drop their team’s fuzzy ball into the hula-hoop and run back to high-five the next teammate in line.

  • The next teammate will run to the hula-hoop and pick up the fuzzy ball and pass it to the next teammate in line.

  • The first team to have all teammates complete the relay wins a point.

 

Game 1: Play as indicated above. Have students run to the hula-hoop and back.
Game 2: Have students bear crawl to hula-hoop and run back.
Game 3: Have students army crawl to the hula-hoop and run back.
Game 4: Have students crab walk to the hula-hoop and run back.
Game 5: Have students in line do a plank while they wait their turn to run to the hula-hoop.
Exit Ticket: Students demonstrate three upper body exercises before lining up to return to class.

 

TEACHING TIPS

  • ELL Accommodation:

    • Post labeled pictures of skills and game play.

    • Partner with proficient English speakers for directions/modeling and reflections.

  • SpEd Accommodation:

    • Set individual goals for physical or behavioral modifications.

    • Allow students to demonstrate skill one-on-one with teacher.

    • Allow students extra time to master the skill.

  • Reflection:

    • Name one muscle in your arms that you were able to strengthen today through our upper body strength training.

    • What are benefits in having strong arm, chest, and back muscles?

    • What skill was the easiest for you and which was the most challenging?