Lesson Subject
Intro to Resistance Training
Student Grade Level
Grades 7-8
Lesson Focus
Utilization of resistance band equipment to exercise the upper body
Number of Students
16
Resources
ACSM, Prof. Martha Montes
Lesson Duration
35 min.
NASPE Standards Met
Standard 1:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2:
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Illinois Learning Standards/Goals Met
1. IL.19.A.3 > Demonstrate control when performing combinations and sequences of locomotor, non-locomotor and manipulative motor patterns in selected activities, games and sports.
2. IL.19.A.4 > Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities.
3. IL.19.A.ECa > Engage in active play using gross motor skills.
Learning Objectives
Psychomotor
Cognitive
Affective
Lesson Activities
Est. Time
3 min.
Activity Title
Roll Call and Safety
Class Organization
Students will be organized into a large semi-circle around the instructor and given 1 resistance band per 2 students.
Instructor will call student names and students will say “here” when their name is called.
Teaching Points
“Make sure your shoes are tied and that you take off any dangling jewelry you have, especially ear rings.”
“No food or gum. If you’re thirsty use the fountain.”
“No horseplay with the bands.”
Est. Time
4 min.
Activity Title
Warm Ups
Class Organization
Students will remain in their positions.
Teaching Points
“Today we are going to focus on upper body exercise with the resistance bands.”
Teacher will model dynamic stretches involving the primary movers of the arms and shoulders.
“Watch the stretches I do and follow along!”
“What muscles are we stretching?”
“Why do we stretch before exercise?”
“Can vigorous dynamic stretching be a warm-up as well? When would someone consider doing that?”
Est. Time
20 min.
Activity Title
Resistance bands conditioning with upper body focus
Class Organization
Students will remain in position but begin using the resistance bands.
Teaching Points
“I will model an exercise for you to do. We will workout with 1 minute of resistance band training and 1 minute of active rest. In your pairs, 1 person will begin with the band and then switch over to the other. The person with the band will do exercise and the one without will also model the movement but without the resistance band.”
Instructor will model movements and keep track of time. Instructor will also play music and has the option of using music rhythm to form a cadence or musical beat for repetitions.
Instructor will walk to students and offer modifications or extensions.
Instructor will announce how much time is remaining and offer feedback. At the end of every 2-minute movement, the instructor will offer a new movement for student pairs to do.
Est. Time
8 min.
Activity Title
Cool-Down and Debrief
Class Organization
Students will remain where they are.
Instructor will engage in static stretches as a cool-down activity.
Teaching Points
“Would resistance bands be easy to use at home?”
“What muscles did we work on?”
“What can you do with the bands to make the exercises harder or easier?”
Lesson Modifications (Illness and/or Students with Disabilities)
1 student hurt his ankle during the weekend. He will still be included in class but will be allowed to rest longer if he needs to sit down from standing on his feet.
Ill or injured students will be able to participate due to the at-own-pace nature of this lesson. Students who are injured or too ill will be given dynamic stretches to do instead of using the bands.
Other Considerations
Assessment Methods
Informal: Psychomotor- students will be observed for using correct motion and will be given modifications if necessary. Cognitive- students will be verbally quizzed on what muscles they are working on. Affective- instructor will give students encouragement and challenge students to be more fit, and students will respond in a positive manner.
Formal: Psychomotor- students will be expected to perform the exercises modeled by the instructor and will be subject to lose points if they do not participate. Cognitive- students will be quizzed at the end of class regarding the correct usage of resistance bands. Affective- students will refrain from using disrespectful language or comments to others and will use positive encouragement with regard to others.
Equipment Required
At least 1 resistance band for every 2 students.
Safety Considerations
If resistance bands cannot be used, other equipment that could be used are: dumbbells, bar weights, weighted objects, or calisthenics.
Intro to Resistance Training
Student Grade Level
Grades 7-8
Lesson Focus
Utilization of resistance band equipment to exercise the upper body
Number of Students
16
Resources
ACSM, Prof. Martha Montes
Lesson Duration
35 min.
NASPE Standards Met
Standard 1:
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2:
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Illinois Learning Standards/Goals Met
1. IL.19.A.3 > Demonstrate control when performing combinations and sequences of locomotor, non-locomotor and manipulative motor patterns in selected activities, games and sports.
2. IL.19.A.4 > Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities.
3. IL.19.A.ECa > Engage in active play using gross motor skills.
Learning Objectives
Psychomotor
- At the end of the lesson, students will be able to perform at least 1 correct exercise for the pectorals, deltoids, latissimus dorci, biceps, triceps, trapezius, and rotator cuff muscles while using a resistance band.
- At the end of the lesson, students will correctly demonstrate modifications to exercises to make them more or less challenging as necessity dictates on each of the above listed exercises.
Cognitive
- At the end of the less, students will be able to explain what muscles are being used in exercises demonstrating arm and shoulder extensions, flexion, circumduction, abduction, adduction, internal/external rotation, and scapular protraction/retraction.
- At the end of the lesson, students will be able to explain the physical qualities that make a resistance band ideal for home-exercise, rehabilitation, and personal selection of exercise and exercise difficulty.
Affective
- During the lesson, students will engage in moderate to vigorous workloads on their own during exercise with the resistance bands.
- Students will encourage their peers to exercise longer and more vigorously, and will display a positive demeanor to their peers who may be less athletic than they are.
Lesson Activities
Est. Time
3 min.
Activity Title
Roll Call and Safety
Class Organization
Students will be organized into a large semi-circle around the instructor and given 1 resistance band per 2 students.
Instructor will call student names and students will say “here” when their name is called.
Teaching Points
“Make sure your shoes are tied and that you take off any dangling jewelry you have, especially ear rings.”
“No food or gum. If you’re thirsty use the fountain.”
“No horseplay with the bands.”
Est. Time
4 min.
Activity Title
Warm Ups
Class Organization
Students will remain in their positions.
Teaching Points
“Today we are going to focus on upper body exercise with the resistance bands.”
Teacher will model dynamic stretches involving the primary movers of the arms and shoulders.
“Watch the stretches I do and follow along!”
“What muscles are we stretching?”
“Why do we stretch before exercise?”
“Can vigorous dynamic stretching be a warm-up as well? When would someone consider doing that?”
Est. Time
20 min.
Activity Title
Resistance bands conditioning with upper body focus
Class Organization
Students will remain in position but begin using the resistance bands.
Teaching Points
“I will model an exercise for you to do. We will workout with 1 minute of resistance band training and 1 minute of active rest. In your pairs, 1 person will begin with the band and then switch over to the other. The person with the band will do exercise and the one without will also model the movement but without the resistance band.”
Instructor will model movements and keep track of time. Instructor will also play music and has the option of using music rhythm to form a cadence or musical beat for repetitions.
Instructor will walk to students and offer modifications or extensions.
Instructor will announce how much time is remaining and offer feedback. At the end of every 2-minute movement, the instructor will offer a new movement for student pairs to do.
Est. Time
8 min.
Activity Title
Cool-Down and Debrief
Class Organization
Students will remain where they are.
Instructor will engage in static stretches as a cool-down activity.
Teaching Points
“Would resistance bands be easy to use at home?”
“What muscles did we work on?”
“What can you do with the bands to make the exercises harder or easier?”
Lesson Modifications (Illness and/or Students with Disabilities)
1 student hurt his ankle during the weekend. He will still be included in class but will be allowed to rest longer if he needs to sit down from standing on his feet.
Ill or injured students will be able to participate due to the at-own-pace nature of this lesson. Students who are injured or too ill will be given dynamic stretches to do instead of using the bands.
Other Considerations
Assessment Methods
Informal: Psychomotor- students will be observed for using correct motion and will be given modifications if necessary. Cognitive- students will be verbally quizzed on what muscles they are working on. Affective- instructor will give students encouragement and challenge students to be more fit, and students will respond in a positive manner.
Formal: Psychomotor- students will be expected to perform the exercises modeled by the instructor and will be subject to lose points if they do not participate. Cognitive- students will be quizzed at the end of class regarding the correct usage of resistance bands. Affective- students will refrain from using disrespectful language or comments to others and will use positive encouragement with regard to others.
Equipment Required
At least 1 resistance band for every 2 students.
Safety Considerations
- Students will not wear dangling jewelry, eat, or have untied shoes during lesson.
- Students will not play with or misuse the bands.
- Students will engage in a thorough warm-up before exercising with resistance bands.
If resistance bands cannot be used, other equipment that could be used are: dumbbells, bar weights, weighted objects, or calisthenics.