Grade 8

2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan
for lifelong physical activity and well-being.
5-8 Physical Education/Health Education: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q K.2.8.A.1 Identify the five J Rotating Reel
health-related fitness components Have students, in groups of three, discuss a variety of questions
(e.g., cardiovascular endurance, that deal with the five health-related fitness components and
muscular endurance, muscular their importance to a balanced fitness plan.
strength, flexibility, body
composition…) and their Examples of Questions:
importance to a balanced fitness • If you participate in yoga, which health-related fitness
plan. component(s) are you using? Which are you missing?
• If you participate in gymnastics, which health-related fitness
Curricular Connections component(s) are you using? Which are you missing?
ELA:
GLO 1—Explore thoughts, ideas, feelings,
• If you participate in hockey, which health-related fitness
and experiences. component(s) are you using? Which are you missing?
GLO 3—Manage ideas and information.
• If you participate in weight training, which health-related
PE/HE:
GLO 2—Fitness Management (K.2.8.C.2, fitness component(s) are you using? Which are you missing?
K.2.8.C.4, S.2.8.A.1a, S.2.8.A.3a, After each question, allow students some time to discuss it
S.2.8.A.3b)
GLO 4—Personal and Social Management within their groups. Have one student from each group go to the
(K.4.8.A.2a, K.4.8.A.2b, S.4.8.A.1) next group and share the answer. As a class, briefly discuss the
GLO 5—Healthy Lifestyle Practices responses to each question before moving on to the next
(S.5.8.A.2, S.5.8.A.3a, S.5.8.A.3b)
question. Follow up with a class discussion on what is a
balanced fitness plan and why it is important.

J Word Splash
Have students create a Word Splash (see Success for All
Learners 6.28) that includes the specific activities/terms
associated with the five health-related fitness components. Ask
students to include an answer key with the definitions to post so
that others can check meanings if they are unsure. Have students
participate in a Word Splash as a warm-up or cool-down activity.

J What’s Behind You?

Display a poster of terms and definitions of the health-related
fitness components on the wall. Using the What’s Behind You?
strategy, organize students into pairs. Have one student stand
with his or her back to the poster and the other stand facing it.
The student facing it asks the partner specific teacher-generated
question(s) related to the poster content. Partners switch roles
when one student provides the correct answer. Partners may give
hints when they are first learning.
Variation: Students can make up questions related to the poster
content to ask their partner.

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

J Questioning/Interview: Rotating Reel

Peer Assessment: Inventory
By asking questions, have small groups of students identify the
five health-related fitness components and their importance to a
balanced fitness plan.

J Paper and Pencil Task: Word Splash

Teacher Assessment: Checklist
Have students create their own Word Splash and answer key
with definitions, using specific terminology associated with
health-related fitness components and their importance to a
balanced fitness plan. Check the Word Splash sheets using the
following criteria.
Suggested Criteria:
Students
q identified the main terms associated with the health-related
fitness components
q provided correct definitions

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q K.2.8.C.1a Identify the names J Warm-up Stretch
of muscle groups and specific Have students perform a variety of stretches during the warm-up
muscles (i.e., biceps, triceps, of each class and indicate the muscle names, their primary
pectorals, abdominals, quadriceps, actions, and joints involved. After the warm-up activity, have
deltoids, trapezius, latissimus dorsi, students complete a chart such as the following.
hamstrings, hip flexors) and primary
action (i.e., flexion, extension, Muscle Chart
abduction, adduction, rotation) across
the various joints (e.g., knee, elbow, Muscle Primary Action Joint Involved
hip...). Biceps flexion, supination elbow

Curricular Connections
Triceps extension elbow
ELA: Pectorals flexion, adduction, shoulder
GLO 3—Manage ideas and information.
rotation (medial)
PE/HE:
GLO 2—Fitness Management (K.2.7.C.1a) Abdominals flexion spinal column
(between vertebrae)
Quadriceps extension knee
Deltoids abduction, flexion, shoulder
extension
Trapezius extension spinal column
(between vertebrae)
Latissimus extension, adduction, spinal column
Dorsi rotation (medial) (between vertebrae)
Hamstrings flexion, extension knee
Hip Flexors flexion, extension hip

J Rotating Reel
Have students, in groups of three, discuss a variety of questions
that deal with muscles and the primary actions that they perform.
Examples of Questions:
• Hamstrings allow the knees to bend so that the feet move
towards the buttocks. What is the name for this action?
• What is the name for the action of the knee when you kick a
ball?
After each question, allow students some time to discuss it
within their groups. Have one student from each group go to the
next group and share the answer. As a class, briefly discuss the
responses to each question before moving on to the next
question.

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Display posters around the gym to J Paper and Pencil Task: All Activities
assist students in learning the Teacher Assessment: Inventory
locations of muscles and their Have students write a quiz to determine their knowledge of
actions. muscle names, locations, actions, and the joints involved in the
Use appropriate terms when actions. In the quiz, include a diagram of the human body and
explaining or demonstrating different have students identify the correct location of muscles.
exercises, where possible. Ensure
that students understand the basic
movements of each major muscle Refer to BLM 7–3: Muscle Mania.
group or specific muscle identified
in learning outcome K.2.8.C.1a and
the meaning of the terms flexion, J Paper and Pencil Task: All Activities
extension, abduction, adduction, and Teacher Assessment: Inventory
rotation in relation to the body. Have students identify the names and the primary actions of
Also see Appendix I: Glossary for muscles by completing a Word Splash (see Success for All
definitions of terms. Learners 6.28) and answer key with definitions.
Language Link:
J Questioning/Interview: Rotating Reel
When teaching vocabulary related to Peer Assessment: Inventory
health content areas or specific
Have students, in groups of three, discuss a variety of questions
sports, encourage students to learn
that deal with muscles and the primary actions that they perform.
the terms in their home language or
in another language (e.g., French,
Ukrainian, Mandarin, Cree,
Ojibway), especially in communities
where a particular culture is
represented.

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q K.2.8.C.1b Explain the effects J Myth: No Pain, No Gain!
of exercise on use (i.e., increased Have students participate in the following circuit activities
size and strength of muscles, focusing on muscular strength and endurance. Discuss the effects
ligaments, and tendons; increased of exercise on use and overuse of muscles.
muscular capillary action;
hypertrophy) and overuse (i.e., Sample Circuit Activities
fatigue, injury, muscle soreness) of • Push-ups (upper body—muscular strength)
muscles. — tighten abdominal muscles
— keep back straight
— bend elbows to a 90° angle
Curricular Connections — lead with the chest
ELA:
GLO 1—Explore thoughts, ideas, feelings, • Partial Curl-ups (lower body—muscular endurance)
and experiences. — reach hands forward to try to touch kneecaps

• Hamstring Curls (lower body—muscular endurance)

— use surgical tubing
— lie on floor on belly
— bend knee and move foot towards the head up to a 90° angle
— keep both hips on floor

• Medicine Ball Partner Pass (upper body—muscular strength)

— pass and catch
— bend arms and legs when catching to absorb the force

• Calf Raises (lower body—muscular endurance)

— place toes on an elevated area to obtain full range of
motion in ankles
— keep body tall
Variation: Put one foot behind the other to work out one leg, and
then switch to the other leg.

• Chest Muscle Extensions (upper body—muscular strength)

— use surgical tubing, with one end in each hand
— stretch tubing by moving hands sideways and release slowly

• Biceps Curls (arms—muscular strength)

— stand on surgical tubing, with one end in hand
— stretch tubing by bending elbow up to chest

• Triceps Extensions (arms—muscular strength)

— use surgical tubing
— raise and bend arm so elbow points to ceiling
— reach down and behind with other arm, holding wrist straight
— keep resistance on tubing

• Squats (legs—muscular strength)

— squat as if sitting in a chair, weight on heels
— ensure knees do not go past toes (no less than 90° bend)
— keep head up

• Seated Row (upper body—muscular strength)

— place tubing around feet, so it is tight
— have palms facing each other
— lift back and chest
— squeeze shoulder blades while pulling back

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Teach proper lead-up techniques and J Questioning/Interview: Myth: No Pain, No Gain!

execution of exercises. Teacher Assessment: Inventory
Encourage students to perform each At the completion of the circuit, meet as a class and discuss how
circuit activity slowly using the the exercised muscles feel.
correct technique at each activity
station. Have students spend J Questioning/Interview: All Fitness Circuits
approximately two minutes at each Teacher Assessment: Inventory
station.
Have students complete an Exit Slip called Circuit Talk, using
Include questions related to the the following suggested questions.
effects of exercise on muscles as part
of a fitness journal. Circuit Talk
Name _______________________ Date ______________
1. What was your favourite station in the circuit? Explain.
____________________________________________
____________________________________________
2. What skill or station activity was the most challenging
for you? Explain.
____________________________________________
____________________________________________
3. Pick an exercise and explain its effects on your muscle
development.
____________________________________________
____________________________________________
4. Explain what would happen if you overused a specific
muscle or muscle group.
____________________________________________
____________________________________________

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q K.2.8.C.2 Describe ways to J Personal Fitness Record
apply the FITT principle (i.e., Each term, have students do the following:
frequency, intensity, time, and type of 1. Choose one or more of the health-related fitness components
activity) to health-related fitness they want to improve.
components (e.g., cardiovascular
2. Set a goal for the health-related fitness components they
endurance, muscular strength,
want to improve.
muscular endurance, flexibility, body
3. Using the FITT principle, develop an action plan to assist in
composition…).
reaching the goal.
Curricular Connections
4. Keep a daily log, recording all activities they performed
ELA: while working towards the goal.
GLO 1—Explore thoughts, ideas, feelings, Variation: Have students, in the last term of the school year,
and experiences.
GLO 3—Manage ideas and information.
assess all the health-related fitness components.
GLO 5—Celebrate and build community.
PE/HE:
GLO 2—Fitness Management (K.2.8.C.2, Refer to BLM 7–6: Personal Fitness Record.
K.2.8.C.4, S.2.8.A.1a, S.2.8.A.3a,
S.2.8.A.3b)
GLO 4—Personal and Social Management
(K.4.8.A.2a, K.4.8.A.2b, S.4.8.A.1) J Active Living Log
GLO 5—Healthy Lifestyle Practices
(S.5.8.A.2, S.5.8.A.3a, S.5.8.A.3b) Have students keep track of their participation in physical
activities on a monthly basis, using agendas, Active Living
Logs, or Active Living Calendars, and describe how they
incorporate the FITT principle and the health-related fitness
components into their regular exercise routines.

Refer to BLM G–14: Active Living Calendar and

BLM G–15: Active Living Log.

J Design a Workout
Divide students into small groups and give each group a
scenario, with instructions to state the problem identified in the
scenario, specify the health-related fitness component(s)
involved and/or missing, and then use the FITT principle to
suggest how to achieve benefits/improvements.
Sample Scenarios:
• Lindsay and her teammates are training for the Manitoba
Marathon Relay. Lindsay is not crazy about running but,
because she doesn’t want to let down her teammates, she
must get ready for the relay. She knows that there are other
ways to train aerobically. Can you help her?
• Adam has begun football tryouts and the practices are
making him very tired. He did weight training for months
leading up to the tryouts and cannot understand his situation.
Describe how he could have trained to make his tryouts
more successful.
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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Have each student write a contract, J Journal/Learning Log: Personal Fitness Record
to be signed by the student, teacher, Self-Assessment: Inventory
and parent/guardian, indicating his or Have students record their action plans as they apply to their
her goal and action plan. Have goals.
students use their agenda books to
keep track of their participation in Suggested Criteria:
physical activities each month. Use a Students are able to
monthly calendar to record the q set goals for the health-related fitness components
physical activities in which students q write action plans using the FITT principle for the health-
participate. related fitness components
Ensure that students are able to q keep a daily activity log
recognize all the components of the
FITT principle: J Observation: All Activities
F = frequency Teacher or Peer Assessment: Checklist
I = intensity Have students form groups of four, designating one student as
T = time the recorder, another as the timekeeper, and one or two as the
presenter(s). Have each group develop a task for each
T = type of activity component of the FITT principle and present the group’s results
to another group or to the entire class.
Suggested Criteria:
Students are able to
q describe the FITT principle
q provide an example or task to match each component of the
FITT principle

J Performance Task: Design a Workout

Peer Assessment: Checklist
Have students, in small groups, work on a given scenario. For
each scenario, have students do and report on the following:
q Identify the problem.
q Identify the health-related fitness component(s) involved.
q Identify the health-related fitness component(s) missing.
q Use the FITT principle to suggest how to achieve
benefits/improvements.

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5-8 Physical Education/Health Education: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q K.2.8.C.3 Identify three stages J Warm-up Stages
(i.e., indirect, direct, identical) of Have students participate in the following activity-specific
activity-specific warm-ups and warm-ups. Ask them to identify the stage of warm-up that they
examples of each stage for specific are experiencing.
physical activities (e.g., a soccer
1. Indirect Stage—Basketball: Have students do the
warm-up could include light running,
following warm-ups:
specific leg-stretching exercises, easy
dribbling/passing drills...). • 4 jogging laps around the gym
• 20 line jumps
Curricular Connections • 10 push-ups
ELA: • 15 curl-ups
GLO 1—Explore thoughts, ideas, feelings,
and experiences. • stretches (arms and legs)
2. Direct Stage—Basketball: Have students, on one side of a
basketball court, perform the following warm-ups:
• Do lay-ups in two lines—one as shooters, one as
rebounders.
• Perform a three-person weave from the centre line
towards a basketball hoop.
3. Identical Stage—Basketball: Have students perform the
following warm-ups:
• Practise a “give and go” with groups of three from the
centre line towards a basketball hoop.
• Add defence and play “three on two.”
Variation: Discuss with students the types of warm-ups they do
when they participate in school- or community-based sports or
physical activities.

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Ensure that students understand the J Performance Task: Warm-up Stages

importance of doing warm-ups Teacher Assessment: Inventory
before and cool-downs after In daily warm-ups, ask students to indicate, with a show of
participating in physical activities. hands or by running to posted signs (indirect, direct, or
They also need to understand that identical), which stage or type of warm-up they are performing.
warm-ups should be designed with
the specific sport or physical activity Suggested Criteria:
in mind. Look for correct identification of the stages of activity-specific
Encourage students to research warm-ups:
information related to the sports or q indirect stage
physical activities of interest to q direct stage
them, either those they are currently q identical stage
involved in or would like to try.

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q K.2.7.C.4 à K.2.8.C.4 Identify J Chalk Talk
personal factors and preferences As a class, brainstorm ideas for why people choose specific
for choosing physical activities physical activities in which to participate.
(e.g., personal interests, influence of
friends, appreciation of the outdoors,
J Do It for Yourself
affiliation, competition, cooperation,
fun...) for fitness and health. Have students fill out a questionnaire that helps them to identify
the personal factors and preferences that affect their choice of
Curricular Connections physical activities.
ELA: Examples of Questions:
GLO 1—Explore thoughts, ideas, feelings,
and experiences. • In what sports or physical activities do you like to
participate?
• What sports or physical activities do you like to do with
your friends for enjoyment?
• What sports or physical activities do you like to do
outdoors? In winter? In summer?
• What motivates you to participate in physical activities or
sports? Rank the following reasons or motivating factors in
order of importance:
— health benefits
— weight management
— love for the outdoors
— time with friends
— challenge associated with competition
— fun/enjoyment
— skill improvement
— stress reduction
— other

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Discuss the issues that discourage J Journal/Learning Log: All Activities

students from participating, Self-Assessment: Inventory
especially those related to female Ask students to write a journal entry describing the types of
participation in physical activity. activities in which they participate most often and explain why.
Contact the Manitoba Physical
Education Teachers Association Have students share their entry with others using a mixer-type
(MPETA) for resources that address activity such as Think-Pair-Share (see 5–8 ELA, Strategies–15).
this concern. Suggested Criterion:
For more ideas, see The Canadian Students are able to
Active Living Challenge: Leader’s q understand that people participate in activities regularly
Resource Tool Kit, Program 3 when the activities are enjoyable, done with a friend, and so
(CAHPER/CIRA). on
Aboriginal Link:
Choose traditional Aboriginal games
that provide challenges for
developing strength, eye-hand
coordination, and target/accuracy
skills.

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q S.2.8.A.1a Participate in fitness J Personal Fitness Record
activities that use the FITT Each term, have students do the following:
principle and contribute to
1. Choose one or more of the health-related fitness components
personal health-related fitness
they want to improve.
goals.
2. Set a goal for the health-related fitness components they
Curricular Connections
want to improve.
ELA: 3. Using the FITT principle, develop an action plan to assist in
GLO 1—Explore thoughts, ideas, feelings, reaching the goal.
and experiences.
PE/HE: 4. Keep a daily log, recording all activities they performed
GLO 2—Fitness Management (K.2.8.C.2, while working towards the goal.
K.2.8.C.4, S.2.8.A.1a, S.2.8.A.3a,
S.2.8.A.3b) Variation: Have students, in the last term of the school year,
GLO 4—Personal and Social Management assess all the health-related fitness components.
(K.4.8.A.2a, K.4.8.A.2b, S.4.8.A.1)
GLO 5—Healthy Lifestyle Practices
(S.5.8.A.2, S.5.8.A.3a, S.5.8.A.3b)
Refer to BLM 7–6: Personal Fitness Record.

J Participation Exit Slip

Have students develop a participation rubric that clearly outlines
the behaviours that show active participation in fitness activities.
(Refer to the example below.) Post this rubric in the gym and, at
the end of each class or many times throughout the year, have
students line up, in alphabetical order (by last name), and report
their participation for the day using the rubric. Collect these data
and discuss the results with students individually.

Participation Rubric

Rating The student is

4 • consistently ready to participate, highly involved,

and on task
3 • frequently ready to participate, highly involved,
and on task
2 • sometimes ready to participate, highly involved,
and on task
1 • rarely ready to participate, highly involved,
and on task

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Have each student write a contract, J Journal/Learning Log: Personal Fitness Record
to be signed by the student, teacher, Self-Assessment: Inventory
and parent/guardian, indicating his or Have students write an action plan for a health-related fitness
her goal and action plan. goal using the FITT principle and then record the activities in
Make adaptations or modifications which they participated during a given time frame to work
for students with special needs or towards achieving their goal.
medical conditions in order to Suggested Criteria:
facilitate participation.
Students should be able to
Provide alternative activities for
those students who are not able to q set goals for the health-related fitness components
participate fully. q write an action plan using the FITT principle for the health-
related fitness components
For more ideas, see The Canadian
Active Living Challenge: Leader’s q keep a daily physical activity participation log
Resource Tool Kit, Program 3
(CAHPER/CIRA). J Performance Task: All Activities
Self-Assessment: Inventory
The four components of the FITT
principle are: Have students rate their activity participation using a rubric
developed by the class (or see the example on the previous
F= frequency
page). Other criteria could be added.
I = intensity
Suggested Criteria:
T= time
The student
T= type of activity q participates in warm-up and cool-down activities in an
Physical inactivity is a growing appropriate manner
health issue with the adoption of a q performs exercises/activities that contribute to personal
sedentary way of living and the fitness development
increased use of technology.
Encourage students to be active
every day. Use motivational
strategies such as doing physical
activity interest surveys, providing
choice, positive encouragement,
enjoyable learning experiences, and
a “non-threatening” environment,
being a positive role model, and
encouraging all students to
participate in physical activities.
Students are encouraged to work
within their target heart-rate zones so TEACHER NOTES (continued)
that they accumulate 60 minutes of
moderate physical activity and 30 benefits associated with participation in physical activities
minutes of vigorous physical (see Canada’s Physical Activity Guide for Youth:
activity daily to achieve health <http://www.hc-sc.gc.ca/hppb/paguide/youth.html>.

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q S.2.8.A.1b Participate in J Stairway to Fitness
continuous aerobic activity related Have students perform a 12-minute aerobic walk/run using the
to personal target heart-rate zones. following procedure. The goal is to be in the target heart-rate
zone for 12 minutes.
Curricular Connections
MA:
Procedure for 12-Minute Walk/Run:
Statistics and Probability • Students take their heart rate on the neck every two minutes,
Number
PE/HE:
or continuously with a heart-rate monitor.
GLO 2—Fitness Management (S.2.8.A.2) • Students try to keep their heart rate in the target heart-rate
SC: zone.
Cluster 1—Cells and Systems
• Students keep track of how many minutes they were in their
target heart-rate zone. At the end of class, each student
places a cut-out of a shoe (with his or her name on it) on a
bulletin board display titled “Stairway to Fitness” (see
example) at the appropriate number.
Variation: While students are running/walking, have them count
the number of laps or calculate the distance that they travelled to
see whether they are able to increase their distance in 12
minutes.
Example:

Stairway to Fitness 12
minutes

10
minutes

8
minutes

6
minutes

4
minutes

2
minutes

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Have students participate in this J Journal/Learning Log: Stairway to Fitness

learning activity every month to Self-Assessment: Inventory
improve their cardiovascular fitness Have students
and to practise working in their
• keep a log of their results after each 12-minute walk/run
target heart-rate zones.
• graph their results and analyze them in a journal entry
See learning outcome S.2.8.A.2 for
information on calculating target
J Performance Task: All Activities
heart-rate zones.
Self-Assessment: Scoring Rubric
Have students rate their participation during an aerobic activity
based on the following rubric.

Scoring Rubric

Rating The student

3 • is able to sustain participation for the required

time based on functional capacity
2 • is able to sustain participation most of the time
1 • takes frequent rest breaks

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q S.2.8.A.2 Determine personal J Calculating Your Target Heart-Rate Zone
target heart-rate zone, using simple Have students calculate their target heart-rate zone for moderate
methods (e.g., Karvonen formula, health zones and/or aerobic health zones (depending on their
software programs...). age), using the following steps. Students should stay within their
target heart-rate zone while exercising.
Curricular Connections
MA:
Example: Calculating Moderate Health Zone for 13-Year-Old
Number 1. Maximum heart rate for a 13-year-old is 220.
PE/HE:
GLO 2—Fitness Management (S.2.8.A.1b) 2. Calculate maximum heart rate by subtracting age.
SC: 220 – 13 = 207
Cluster 1—Cells and Systems
3. Multiply this number (207) by 50%.
207 x 0.50 = 103.5
50% of maximum is 104 beats per minute.
4. Multiply this number (207) by 70%.
207 x 0.70 = 144.9
70% of maximum is 145 beats per minute.
The target heart-rate zone for a 13-year-old is 104 to 145 beats
per minute (bpm).
Variation: Students can use these numbers and calculate their
target heart-rate zone for a 10-second count by dividing each
number by 6.
Example:
104 bpm ÷ 6 = 17 (approximately)
145 bpm ÷ 6 = 24 (approximately)
The target heart-rate zone is 17 to 24 beats per 10-second count.
Note: Use the same steps to calculate the aerobic health zone
(70% to 85%).

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TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

A target heart-rate zone is the J Paper and Pencil Task: Calculating Your Target Heart-
heart rate within which the heart Rate Zone
should beat to achieve the desired Teacher Assessment: Inventory
physiological benefits.
Students should be able to calculate the target heart-rate zone for
To develop aerobic capacity, the any age. Have them ask their parents or other family members
heart rate must reach a heart-rate for their age and calculate their target-heart rate zone.
range or zone to achieve the desired
physiological benefits. Target heart- J Paper and Pencil Task: Calculating Your Target Heart-
rate zones are calculated based on a Rate Zone
percentage of maximum heart rate Teacher Assessment: Quiz
(220 – age).
Have students write a quiz to determine their knowledge about
For example: calculating target heart-rate zones for a variety of ages (e.g., 20-
• Moderate health zone (moderate year-old, 35-year-old).
intensity)—50% to 70% of
maximum heart rate. J Journal/Reflection: Calculating Your Target Heart-Rate
• Aerobic health zone (vigorous Zone
intensity)—70% to 85% of Self-Assessment: Inventory
maximum heart rate.
Have students
(U.S. Department of Health and
Human Services et al. 32) • record their target heart-rate zone in their journals
• calculate other target heart-rate zones for people of different
Another method for calculating
ages, such as their parents, and record the information in
students’ target heart-rate zones is
their journals
the Karvonen method, which looks
at the resting heart rate. For more • write a journal entry about how they will be able to use this
information, see pages 25 to 31 and target heart-rate zone in their physical education class
73 to 74 of Lessons from the Heart
(Kirkpatrick and Birnbaum) and J Questioning/Interview: Calculating Your Target Heart-
pages 14 to 16 of Fitness for Rate Zone
Children (Hinson). Teacher Assessment: Inventory
Some teachers choose to use a 60% Suggested Criterion:
to 80% range rather than 50% to Students should be able to
70% (moderate intensity) and 70%
q state their target heart-rate zones as they participate in future
to 85% (vigorous intensity) as an
physical education classes
average of both. Also, when
calculating target heart-rate zones,
individual fitness levels and physical
abilities need to be taken into
consideration.

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5-8 Physical Education/Health Education: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q S.2.8.A.3a Assess the level of J Fitness Assessments
ability in one or more health- Choose from the following list of assessment tasks pertaining to
related fitness components (i.e., each of the health-related fitness components, or use other tasks
cardiovascular endurance, muscular or tests that are safe and reliable.
endurance, muscular strength,
flexibility) of physical fitness. Cardiovascular Endurance:
• 6-, 8-, 10-, or 12-Minute Run: Students count the number
Curricular Connections of laps completed in the time of the run.
MA: • Leger Beep Test: This test uses an audiotape to control
Statistics and Probability
Number timed runs over a measured course, and an audio tone
PE/HE: communicates timing information for the test subjects
GLO 2—Fitness Management (K.2.8.C.2, (runners). The tests are run continuously until the subjects
K.2.8.C.4, S.2.8.A.1a, S.2.8.A.3a,
S.2.8.A.3b)
can no longer continue or start to miss (arrive late at lines).
GLO 4—Personal and Social Management The highest running pace and number of repetitions that the
(K.4.8.A.2a, K.4.8.A.2b, S.4.8.A.1) runner can accomplish successfully is then the player’s
GLO 5—Healthy Lifestyle Practices
(S.5.8.A.2, S.5.8.A.3a, S.5.8.A.3b) rating.
SC: • Walk Test: Available online at
Cluster 1—Cells and Systems <http:www.motivationstation.net>.
Muscular Strength and Endurance (specific to muscle
groups):
• Push-ups (full or modified)

• Pull-ups

• Curl-ups (cadence controlled)

• Bench-Steps

Flexibility:
• Modified Sit and Reach
(one leg bent)

• Shoulder Stretch

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 Grade 8: Fitness Management–Skills

TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

A variety of fitness tasks or tests J Journal/Learning Log: Personal Fitness Record

have traditionally been used to Self-Assessment: Inventory
measure health-related fitness Have students choose a number of exercises or assessment tasks
components. Before choosing a that measure health-related fitness components. Explain proper
fitness-assessment task, check for technique, safety precautions, and procedures for each task.
reliability, validity, developmental Have students practise the exercise or task, perform and assess it
appropriateness, ease of to determine their personal best, and set goals for personal
administration, and safety improvement. Ask them to record this information.
considerations. Use fitness testing or
assessment as a strategy to help
students monitor their own progress
Refer to BLM 7–6: Personal Fitness Record.
and set personal goals.
Beep tests can be ordered from:
Fitness Appraisal Certification
U de Montreal Kinesiologie,
CP 6128 Succursale Centre-ville,
Montreal QC H3C 3J7
Fax: 514-343-2181
Focus on fitness management and
motivation towards participation in
physical activity. Comparing
students’ scores and using extrinsic
awards are discouraged.
The use of individual goal-setting
techniques encourages students to
focus on personal improvement and
progress towards achieving personal
goals rather than on comparisons.
Muscular strength and endurance
components can be trained together.
Activities may focus on strength for
some students and endurance for
others, depending on the number of
repetitions they are capable of
performing.
For information related to fitness
assessment, refer to
• Fitness Education for Children
(Virgilio)
• Physical Best Activity Guide
(AAHPERD)
• FITNESSGRAM® 6.0 Test Kit
(The Cooper Institute for
Aerobics Research)

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5-8 Physical Education/Health Education: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
q S.2.7.A.3b à S.2.8.A.3b Chart J Personal Fitness Record
own fitness results (e.g., using Each term, have students do the following:
information technology...)
1. Choose one or more of the health-related fitness components
throughout the year to determine
they want to improve.
effects of activity participation
and/or specific training on personal 2. Set a goal for the health-related fitness components they
progress. want to improve.
3. Using the FITT principle, develop an action plan to assist in
Curricular Connections reaching the goal.
ELA: 4. Keep a daily log, recording all activities performed in
GLO 1—Explore thoughts, ideas, feelings,
and experiences.
working towards the goal.
MA: Variation: Have students, in the last term of the school year,
Statistics and Probability
assess all the health-related fitness components.
PE/HE:
GLO 2—Fitness Management (K.2.8.C.2,
K.2.8.C.4, S.2.8.A.1a, S.2.8.A.3a,
S.2.8.A.3b) Refer to BLM 7–6: Personal Fitness Record.
GLO 4—Personal and Social Management
(K.4.8.A.2a, K.4.8.A.2b, S.4.8.A.1)
GLO 5—Healthy Lifestyle Practices
(S.5.8.A.2, S.5.8.A.3a, S.5.8.A.3b)

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 Grade 8: Fitness Management–Skills

TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

For information on teaching J Journal/Learning Log: Personal Fitness Record

considerations and implementation Self-Assessment: Inventory
guidelines related to fitness, refer to 1. After completing the assessment of the health-related fitness
Guidelines for GLO 2—Fitness components, have students set goals and record, in their
Management in the Overview of this learning logs, any activities in which they participate to
document. attain their goal.
Have each student write a contract, 2. After reassessing their health-related fitness components,
to be signed by the student, teacher, have student write a journal entry about whether or not they
and parent/guardian, indicating the were successful in reaching their goal and explain why or
student’s goal and action plan. why not.
Suggested Criteria:
Students are able to
q set goals for the health-related fitness components
q write an action plan using the FITT principle for the health-
related fitness components
q keep a daily activity log

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5-8 Physical Education/Health Education: A Foundation for Implementation

Fitness Management Outcomes: Grade 8

Knowledge Skills
q K.2.8.A.1 Identify the five health-related fitness q S.2.8.A.1a Participate in fitness activities that
components (e.g., cardiovascular endurance, muscular use the FITT principle and contribute to personal
endurance, muscular strength, flexibility, body health-related fitness goals.
composition…) and their importance to a balanced q S.2.8.A.1b Participate in continuous aerobic
fitness plan. activity related to personal target heart-rate zones.
q K.2.8.C.1a Identify the names of muscle groups q S.2.8.A.2 Determine personal target heart-rate
and specific muscles (i.e., biceps, triceps, pectorals, zone, using simple methods (e.g., Karvonen formula,
abdominals, quadriceps, deltoids, trapezius, latissimus software programs...).
dorsi, hamstrings, hip flexors) and primary action q S.2.8.A.3a Assess the level of ability in one or
(i.e., flexion, extension, abduction, adduction, more health-related fitness components (i.e.,
rotation) across the various joints (e.g., knee, elbow, cardiovascular endurance, muscular endurance,
hip...). muscular strength, flexibility) of physical fitness.
q K.2.8.C.1b Explain the effects of exercise on use q S.2.7.A.3b à S.2.8.A.3b Chart own fitness
(i.e., increased size and strength of muscles, results (e.g., using information technology...)
ligaments, and tendons; increased muscular capillary throughout the year to determine effects of activity
action; hypertrophy) and overuse (i.e., fatigue, injury, participation and/or specific training on personal
muscle soreness) of muscles. progress.
q K.2.8.C.2 Describe ways to apply the FITT
principle (i.e., frequency, intensity, time, and type of
activity) to health-related fitness components (e.g.,
cardiovascular endurance, muscular strength, muscular
endurance, flexibility, body composition…).
q K.2.8.C.3 Identify three stages (i.e., indirect,
direct, identical) of activity-specific warm-ups and
examples of each stage for specific physical
activities (e.g., a soccer warm-up could include light
running, specific leg-stretching exercises, easy
dribbling/passing drills...).
q K.2.7.C.4 à K.2.8.C.4 Identify personal factors
and preferences for choosing physical activities
(e.g., personal interests, influence of friends,
appreciation of the outdoors, affiliation, competition,
cooperation, fun...) for fitness and health.

Attitude Indicators
2.1 Show an interest in and responsibility for personal fitness.
2.2 Appreciate the role and contribution of regular participation in physical activity for health and fitness.
2.3 Show respect and acceptance for physical and performance limitations of self and others.

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