Avery Mondoux

PBL Project

Introduction

Physical inactivity remains a persistent public health issue for U.S. children with only an average
of 23% of children ages 6-17 years meeting daily PA guidelines, precipitously declining by age
(Friel et al., 2020). Quality physical education is a critical mechanism to promote the benefits of
regular PA in children and adolescents (Uddin et al., 2020). However, physical education is not
meeting its potential to provide PA opportunities for students, as on average, 40.5% of the time in
secondary physical education is spent in moderate-to-vigorous physical activity (Hollis et al.,
2017). One of the reasons physical education as a field, may struggle to help all students meet
the daily PA guidelines may be due in part to the dominance of the teacher-centered ‘multi-
activity model’ whereby movement patterns and skills are taught in a decontextualized and
socially irrelevant manner (Kirk, 2009).

Physical Fitness is a lifelong pursuit that can drastically impact your overall health. Being
physically active by participating to the best of my ability in all activities can improve all aspects
of health-related physical fitness. To improve cardiovascular endurance, students must
participate in all fitness games and activities by exercising within their target heart rate zone for
the duration of the activity. Cardiovascular endurance is the most important component of health-
related fitness because it strengthens your heart and allows blood to pump efficiently throughout
your body. Fitness is an individual pursuit that hinges upon a student’s motivation to participate
to their fullest ability to maintain and increase their cardiorespiratory endurance. Additionally,
fitness games and activities can be collaborative and team-based to engage students’ social
interaction and enjoyment. Participating in health-related fitness activities outside of the Physical
Education environment can help students fulfill the recommended daily requirement for physical
activity. The ultimate goal of a physical fitness unit is to engage students to take responsibility
for their physical activity and regularly participate in health-related physical fitness activities for
a lifetime.

Unit Goals

1. Students will understand and appreciate the critical nature and benefits that regular
participation in physical activity has on their overall state of health.
2. Students will participate in physical activities within class, and outside of school to meet the
daily guidelines for physical fitness. They will be active for at least 60 minutes per day 5
days of the week.
3. Students will successfully recognize and describe each health-related physical fitness
component, cardiovascular endurance, flexibility, muscular strength, muscular endurance,
and body composition. They will understand why each of these components is important for
their health and be able to demonstrate their willingness to improve each component inside
and outside of class.
4. Students will demonstrate how to measure their levels of fitness for each of the health-related
physical fitness components. From these measurements, they will be able to create
challenging but realistic goals to achieve a measurable improvement in each area. By
 collecting artifacts and measuring their progress through instructional aids, they will be able
to achieve their health-related fitness components by the end of the fitness unit.

Essential Questions

1. Why can participating in fitness-related activities help me reach my daily recommended

physical activity guideline and stay physically active for the rest of my life?
2. What is the most important health-related physical fitness component? Why is it beneficial to
my overall state of health?
3. How can you measure and track each health-related physical fitness component? What
resources are necessary to collect and record accurate data for your personal growth?
4. How can I use the daily recommended guidelines for physical activity to help me plan and
meet these daily requirements to improve my physical fitness and overall state of health?
5. What opportunities are available within my school and community to help me continue to
improve my health-related fitness components? How can I use these resources to become an
advocate for maintaining a healthy lifestyle?

Critical Resources

Equipment

• 20 Heart Rate Monitors

• 5 Agility Ladders
• 25 Cones
• 25 Poly Spots
• 20 Pedometers
• 1 Projector
• 30 Speed Rings
• 20 Yoga Mats
• 20 Jump Ropes
• 20 Hula Hoops
• View Board
• Music

Facilities

• Large Gymnasium
• Fitness Center

Online Resources

• YouTube Instructional Fitness Videos

• Tabata Timer
• Heart Rate Monitor Outputs
• Choose My Plate
 Fitness Related Websites

• Kids Health
• NFL Play 60
• So What About Exercise
• Presidential Fitness

Culminating Assessment

Students will develop an evaluation fitness portfolio by completing the following artifacts and
materials by the end of the unit:

• Log of all cardiovascular endurance activity outside of class

• Based on Fitness Gram pre-test measures, develop realistic goals and a program to improve
each component of health-related fitness throughout the unit
• Research paper documenting various training methods and how effective they are in
improving fitness components.
• Interview a physical fitness professional on their journey in fitness and how to achieve fitness
goals

Students will write a narrative supporting each of these artifacts and materials by demonstrating
their understanding and competence in fitness-related topics. They will reflect on program
effectiveness and how this relates to their journey in fitness. There will be a portfolio progress
checkpoint for each student every two weeks during the six-week fitness unit. Students should be
creative and use their personalization for the portfolio. Following the completion of their
portfolio, students can choose to share these portfolios with school and community leaders to
demonstrate program effectiveness. The fitness portfolio will be graded on a performance-based
rubric on the following categories: organization, presentation, quality and effectiveness of
content, narratives and artifacts quality and achievement.

Sample Lesson Plan

Lesson Teacher: Avery Mondoux School: NA Grade: 5th Grade

Title:
National
Cardiores # in class: 18-20
Standar Unit/Activity: Fitness
piratory
ds Lesson Focus: Cardiorespiratory Endurance
Enduranc
e Assessment Length of class: 40
Objectives
Tool/Task mins
Students will identify and demonstrate different Teaching Styles:
Psychomo types of cardiorespiratory physical activities and Teacher Command
1,3/1,3
tor discuss how each exerts a positive impact on Observation Practice
Domain health. Reciprocal
 Self-Check
Inclusion
Students will identify and discuss the definition of Discovery
Affective Debriefing
2/4,5 leadership and collaboration within a physically Problem Solving
Domain Questions
active and safe environment. Cooperative
Students will discuss the connection between Stations
Cognitive leadership and a physically active lifestyle. Health-Related Jigsaw
2/1,4
Domain Students will demonstrate knowledge of health- Fitness Cards
related physical fitness components.
Equipment: Cones,
Music, Heart
Critical Heart Rate Monitors with Viewboard, Music Monitors, Poster
Resources connection with playlist, large gymnasium Board, Markers,
Sample Exercise
Cards

Adaptations,
Assessments,
Lesson Organiz Reminders
Ti
Compo ation Description CFU, Academic
me
nents Language,
Alignment to
objectives
Skipping,
As students enter the gymnasium, they perform a specific locomotor Galloping,
Instant
“High movement in open space that is called by the teacher. When the Hopping, General
Activit 3
Fives” teacher says, “high fives”, students complete as many high fives as space rules,
y
possible until another locomotor movement is called. cooperation in the
affective domain
Using the signal “two claps and a rick flair” teacher will re-focus
30 Transitio
class to move towards the lesson focus by briefly summarizing the Freeze
sec n
instant activity.
State the importance of health-related physical fitness. Tell the class
Introdu “Lesson we will be focusing on raising your heart rates today for your health
ction 2 Objectiv benefit. Students need to stay in the target heart rate zone of moderate Active Listening
es” to vigorous on the screen during activity. Make sure everyone’s heart
rate monitor is connected to them and showing on the projector.
Transitio Using the app team shake, group the class into 4 equal groups of 4-5
1 Freeze
n students.
Adaptations/Re
Lesson Learning Tasks Cues Variations /
minders
Focus Modifications
 Place each group in a corner of the gym marked with a square of
cones. Designate a fitness captain in their group. When the music
Target Heart Rate,
“4 starts, the fitness captain in each group selects a heart raising exercise
Health-Related
8 Corner for their group to follow. When the music stops, they all jog to the
Physical Fitness
Fitness” next corner where a new fitness captain will take over when the
Components
music begins again. Each student gets two turns at being a fitness
captain during the activity.
• Lead with enthusiasm Easier: Only one session
• Challenge by choice per student
• Exercise Control Harder: Longer duration
of exercise time
Using the signal “two claps and a rick flair” the teacher will ask the Debrief: How
class the debrief questions before moving towards the next activity. can you apply
Transitio
1 leadership in a
n
physical activity
or sport setting?
Students will line up on the end of each side of the gym. They will be
Allow students to
facing a partner of their choosing. On the signal “GO”, students will
“Rock use different ways
safely run towards the middle of the gym to do a rock-paper-scissors
Paper of moving from
8 game against your partner. The winner chooses 10 repetitions of
Scissors the end line to the
whatever health-related exercise they want. They jog back to the end
Fitness” center line
lines and repeat the sequence again. Teachers may choose to change
partners halfway through the activity
• Straight pathway Easier: Complete only 5
• Challenge by choice reps of the exercise
• Target Heart Rate Harder: Make them sprint
there and back before and
after each exercise.
Using the sample fitness cards, each group will create 5 different
Cognitive
health-related exercise cards to use for the next fitness game. The
Transitio Assessment of
5 teacher will signal how much time they have left on the projector
n Health-Related
timer. Students will be assessed on their contribution and completion
Fitness Tasks
of the task within the allotted time with their group members.
Keeping the same four groups, students will line up against another Pair students who
group in the class and split a deck of cards. A player from each team may have
will draw a card. The sum of the two cards which are dealt is the difficulty with the
“Fitness
8 number of exercises that each team must complete together. The activity rules with
Duel”
winning team gets to select the exercise from the cards they have peer coaches to
previously created. Aces are worth 1 and face cards are worth 10 help facilitate fair
game play.
• Challenge by choice Easier: Only complete
• Exercise control given exercise on teachers
call, not every time
Harder: Multiply the sum
by two
 Two claps and a rick flair signal to focus the students. Compliment
Transitio
1 the students on their behavior and ask them to sit on the stairs for a
n
debriefing session.
1. What facts would you select to support the importance of
including both
Affective Domain
types of activities in a fitness routine/plan? 2. How can you recognize
Debriefi Assessment
Lesson an activity or exercise that works to improve aerobic capacity?
3 ng
Closure
Session
From the above questions the teacher facilitates the discussion
regarding the fitness lesson. Students must have the talking piece to
share an answer with the class.

Fitness Portfolio Assessment Rubric and Scoring Guide

Performance criteria
Portfolio
presentation Evidence of Inclusion of all
Performance and achievement of unit required artifacts Artifact quality
level organization goals
Proficient: 4 Fitness Artifacts and Portfolio contains All artifacts are of good quality
Portfolio is reflections clearly all five required and meet the stated
neatly
organized. demonstrate that the artifacts, as well as criteria.
student has achieved additional Artifacts provide evidence
all unit goals. artifacts. that the student has achieved
all unit goals.
Competent: 3 Fitness Artifacts and Portfolio contains All artifacts are of good quality
Portfolio is reflections clearly all five required and meet the stated
neatly
organized. demonstrate that the artifacts. criteria.
student has achieved Artifacts provide evidence
most unit goals. that the student has achieved
most unit goals.
Novice: 2 Fitness Artifacts and Portfolio contains Some artifacts are of good
Portfolio is reflections do not four of the five quality and meet the stated
somewhat
organized. clearly demonstrate required artifacts. criteria.
that the student has Artifacts provide evidence
achieved most unit that the student has achieved
goals. some unit goals.
Needs Fitness Artifacts and Portfolio contains Artifacts are not of good
Portfolio is
improvement: messy or reflections clearly fewer than four quality and do not meet the
 1 unorganized or demonstrate that the required artifacts. stated criteria.
both. student has achieved Portfolio lacks the Artifacts do not provide
few unit goals. reflective journal. evidence that the student has
achieved some unit goals.

Fitness Portfolio Scoring Guide

Proficient 4 = 90-100%
Competent 3 = 80-89%
Novice 2 = 70-79%
Needs Improvement 1 = 60-69%