OBJECTIVE:

1. To improve each student’s level of cardiovascular fitness.
2. To give each student the opportunity to record their mile time and compare it to the Connecticut Physical Fitness Assessment health standard, challenge standard and to last year’s score.

EQUIPMENT: 2 stopwatches, 1 score sheet and 1 pencil for each student.

INITIATION: Explain and demonstrate proper pace to set for running a mile to reach the health standard.

PROCEDURE:

1. Each student chooses a partner. If A and B are partners, A will run in the first race with B recording A’s laps and finish time.
2. Students running in the first mile race do a stretching warm-up to prepare for running.
3. A runs in the first race with B keeping track of laps and coaching A to stay on pace to pass the health standard.

5. A and B switch roles and B runs in the second mile race.
6. When B finishes running a mile, A records B’s time.
7. Students log their times in the Connecticut Physical Fitness Assessment program and save them on their personal floppy disk.

1. How does your mile time compare to last year?
2. How does your time compare to the health standard? To the challenge standard?
3. What are some of the benefits of improving your cardiovascular fitness?

OBJECTIVE:

1) To improve cardiovascular fitness.

2) To provide the opportunity for each student to compile a record on computer disk of their exercise pulse compared with their time of exercise.

FACILITY: Exercise gymnasium

EQUIPMENT: 1 exercise treadmill equipped with a computer for measuring and recording exercise pulse on disk for each student.

INITIATION: Explain and demonstrate the proper procedure for using the treadmill and viewing and recording exercise pulse.

PROCEDURE:

1) Warm-up: Students begin walking at a slow pace for 5 minutes. They should adjust treadmill speed and monitor their heart rate to stay below 100 beats/minute.

2) Cardiovascular workout: Students walk or slow jog keeping their heart rate between 120-180 beats/minute.

3) If student A's heart rate exceeds 180 beats/minute, A should slow down A's pace.

4) If student A's heart rate falls below 120 beats/minute, A should speed up A's pace.

5) Students continue in a similar manner for the time allowed.

6) When the exercise period is over students can log in their heart rates for the period.

CLOSURE: Each student is given the following homework assignment: Compare your exercise pulse to the pace of your running and to the amount of time you ran. Answer the following questions:

1) How does the pace of your exercise affect your heart rate?

2) How does the time of your exercise affect your heart rate?

3) What are some of the benefits of 30 minutes of vigorous exercise keeping your heart rate between 120 and 180 beats/minute?

OBJECTIVE:
1) To create an interest in cardiovascular fitness.
2) To improve cardiovascular fitness by providing the opportunity for each child to work at his/her own level.
3) To provide the opportunity for each student to compile a record on computer disk of                   exercise pulse to compare with the time and distance of exercise.

EQUIPMENT:  2 Stopwatches, stopwatches, portable computer station set up with software to compare heart rate, time and distance for running.
 
AREA:  Main gymnasium set up with a 20-lap track.

TIME FRAME:  40 minutes

INITIATION:  The procedure for interval training is explained and demonstrated.

PROCEDURE:
1)   Each student takes his or her resting pulse.
1) Warm-up:  The students are lead through a 5-minute warm-up consisting of slow jogging and stretching.
2) The students are given the choice of jogging full or half laps.  This allows each student the opportunity to run and rest to recover as needed.
3) A begins jogging and counting his/her laps.  If A needs to rest, A may walk for ½ lap to recover.  A should then resume jogging.
4) A may take his/her exercise pulse periodically.  The exercise pulse needs to stay between 120-200 beats/minute.
5) If  A’s pulse goes above 200 beats/minute, A needs to jog at a slower pace.  It A’s pulse goes below 180 beats/minute A needs to jog at a faster pace.  The students will eventually learn how to pace themselves to successfully jog longer distances over longer periods of time.
6) The students continue in a similar manner for the allotted period of time.
7) When the students are finished they log the following in formation on their personal computer disks:  Time of exercise, distance, resting and exercise pulse.

CLOSURE:  Each student is given the following homework assignment:
1)   Compare your exercise pulse to the pace, time and distance you ran.
2) Compare your data as you train from day to day.
3) What are some of the benefits you see from your data on cardiovascular endurance training?
4) Create a graph comparing any of the following data:  time, distance, pulse rate.
 

OBJECTIVE:
1) To improve each student’s level of muscular strength.
2)  To give each student the opportunity to record their push-up scores and compare them to the Connecticut Physical Fitness Assessment health standard, challenge standard and to last year’s score.

EQUIPMENT:  2 stopwatches, 1 score sheet and 1 pencil for each student.

AREA:  small gymnasium

TIME FRAME:  15-20 minutes

INITIATION:  Explain and demonstrate the proper technique for doing a push up.

PROCEDURE:
1) Each student chooses a partner.  If A and B are partners, A will be tested first.  B will be the judge and scorer.
2) A is tested for 1½ minutes.  B counts the number of push-ups done with the proper form.  B records A’s score on the score sheet.
3) B is tested for 1½ minutes.  A counts the number of push-ups done with the proper form.  A records B’s score on the score sheet.

 CLOSURE:  Students are given the following questions as homework assignment.
1) Log the information on your score sheet.
2) How does your score compare with the health standard?  With the challenge standard?
3) What are some of the benefits of improving your muscular strength?
4) What can you do in the future to improve your cardiovascular fitness and your mile time?