2. Grade 6 Fitness - Province of Manitoba€¦ · Grade 6: Fitness Management–Knowledge 6–41 Have a poster available for students to check the proper names of the bones. Models

Grade 6��

The student will demonstrate the ability to develop and follow a personal fitness planfor lifelong physical activity and well-being.

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

SUGGESTIONS FOR INSTRUCTION

Students will...

PRESCRIBED LEARNING OUTCOMES

6–36

� Create a Workout

Assign a fitness component to groups of students and have themwork at stations to create one or more exercises/activities thatwill serve to develop that specific component. Refer students tobooks, websites, CD-ROMs, and so on, in their search forappropriate fitness exercises/activities. Have students participatein an active Gallery Walk in which they rotate to the variousstations to perform the activities, with one group memberstaying back at his or her own station to instruct “visitors.” (SeeGallery Walk “Alternative,” Success for All Learners 6.80.)

Variation: Divide the class into three groups, and have eachgroup design a complete circuit that includes health- and skill-related fitness components. Each student is responsible formaking a poster describing one of the exercises. Students canalso include motivational tips and information on benefits ofexercise. Only one group sets up their circuit in a given class,and the whole class participates.

� Skill-Related Fitness Challenges

Have students participate in challenges for developing the skill-related fitness components.

Agility• Agility Runs: Using the length of a badminton court, have

students start at one end line and, on a given signal, run topick up a beanbag on the other end line and bring it back tothe start line. Students continue until they pick up threebeanbags and return to the start line. Time the runs.

• Triangle Tag: Have students form groups of four. Threestudents join hands and the other student is the tagger. Thetagger tries to tag a specific student while the other studentstry to keep the tagger away from him or her.

Power• Vertical Jumps: Have students stand sideways against the

wall. They begin by marking their reach with chalk on thewall. They then jump as high as they can and put a mark onthe wall with the chalk.

• Long Jump: Using an outdoor long-jump pit, have studentshelp measure each other’s jump.

• Owl Hop: Ask students to start on one leg, with the foot ofthe other leg hooked behind the knee of the standing leg.Have them squat down and jump as far as they can in ahorizontal direction. Measure the distance jumped.Have students alternate legs. (continued)

�� K.2.6.A.1 Recognize the health-and skill-related fitness components(e.g., agility, power, reaction time,speed, coordination…) thatcontribute to skill development.

Curricular ConnectionsELA:GLO 3—Manage ideas and information.

GLO 4—Enhance the clarity and artistry ofcommunication.

GLO 5—Celebrate and build community.

TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Grade 6: Fitness Management–Knowledge

6–37

For knowledge-related learningoutcomes, use “active” games to helpstudents understand concepts. Usewarm-up/cool-down time for “mini-lessons” and “assessment checks” forobserving understanding.

Some quick, efficient ways to assessin an active physical educationsetting are: use of Exit Slips, thumbs-up or hands-up signals, signing aninventory or “I Can” chart, humanopinion lines, and use of self-adhesive notes for graphing results.

Introduce, explain, use, and reinforcevocabulary related to the skill-related fitness components:• Agility—“the ability to shift the

body in different directionsquickly and efficiently” (Kirchnerand Fishburne 701).

• Balance—the ability to control orstabilize your equilibrium whilemoving (dynamic balance) orstaying still (static balance).

• Coordination—“the ability to useyour eyes and ears to determineand direct the smooth movementof your body” (e.g., hands, feet,arms, head) (Rainey and Murray395).

• Power—“the ability of the bodyto apply a maximum muscularcontraction with the quickestpossible speed” (Kirchner andFishburne 706).

• Reaction time—“the ability toreact or respond quickly to whatyou hear, see, or feel” (Raineyand Murray 398).

• Speed—“the ability to move yourbody or parts of your bodyswiftly” (Rainey andMurray 399).

� Paper and Pencil Task: Create a WorkoutSelf-Assessment: Inventory

After participating in the workout, group members assess thecontent of the circuit.

� Questioning/Interview: Create a WorkoutTeacher Assessment: Inventory

Ask students to identify which health-related or skill-relatedfitness component each station represented.

Suggested Criterion:

Look for

� evidence of understanding through post-activity questions

Exercise Component Match

Name the exercises that were included in the circuit foreach of the following health- and skill-related fitnesscomponents. You may have more than one exercise foreach component.

• Cardiovascular endurance ______________________

• Muscular endurance/strength—arms ______________

• Muscular endurance/strength—legs _______________

• Muscular endurance/strength—abdominals _________

• Flexibility ___________________________________

• Agility _____________________________________

• Power _____________________________________

• Reaction time ________________________________

• Speed _____________________________________

• Coordination _________________________________

• Balance _____________________________________

Refer to BLM 6–3: Fitness Component Circuit.

(continued)


(continued)

Reaction Time• Drop the Ruler: Have students work in pairs. One student

holds a plastic ruler (or relay baton) above the partner’shand, and then drops the ruler. The partner tries to catch theruler between thumb and index finger as close to the end aspossible.

• Palm Top: Ask students to select a partner. One studentfaces the partner with palms up. The other student places hisor her hands palm down above the partner’s hands. Thestudent with hands on the bottom tries to touch the top of thepartner’s hands.

Speed • Fifty-Metre Run: Outdoors, mark out a 50 m track. Have

students signal start and time each other’s running speed.

• Hand Clap: In a push-up position, students try to clap twice.

Coordination• Ping Pong: Ask students to count the number of times their

partner can hit a ping pong ball in the air with a paddle.

• Ring Toss: Prepare a 15 cm stick with a string attached tothe handle and six rings attached to points near the end of thestring. The object is to toss the string and catch the rings onthe stick. Catching more rings requires more coordination.

• Juggling: Ask students to record the number ofseconds/minutes they can juggle objects without missing.

Balance• Stick Walk: Have students hold a “broom handle,” hands

shoulder-width apart, take a handstand position, and walk onknuckles, still holding the stick with both hands.

• Pogo Balls: Place pogo balls around a disc with a ball in themiddle. Students attempt to jump as many times as they canon the pogo balls.

• One-Foot Balance: Put a hockey stick flat on the floor.Students attempt to maintain their balance while standinglengthwise (or crosswise) on the stick.


Students will...


�� K.2.6.A.1 (continued)

6–38

� Paper and Pencil Task: Skill-Related Fitness ChallengesSelf-Assessment: Inventory

Have students participate in the fitness challenges for skill-related fitness and keep track of their results.



6–39

Aboriginal Link:

Choose traditional Aboriginal gamesthat provide challenges fordeveloping strength, eye-handcoordination, and target/accuracyskills.

Refer to BLM 6–5: Skill-Related Fitness Challenges.

Refer to BLM G–11:Skill-Related FitnessComponents Poster.


� Skeleton Tag

Have students play Everybody’s It. If anyone tags anotherperson, the tagged person freezes and places a hand on an areaof the body. To be saved, another student must identify the nameof the bone of the area that the student is covering. Havestudents use the anatomical names of the bones.

� Skeleton Project: Active Kids Have Healthy Bones

Have students work individually or in groups to complete aproject that provides the following information:

• the names of the main bones

• the function of the human skeletal system

• the effects of exercise and the effects of inactivity on thehuman skeletal system

The theme of the project can be Active Kids Have HealthyBones. The project format can be an active game, a board game,news show, play, brochure, song, poster, and so on.

� “Skeleton Says”

Have students participate in a game of “Skeleton Says” (like“Simon Says”) using the anatomical names of the bones (e.g.,“Skeleton says, touch your humerus,” and so on).


Students will...


��K.2.6.C.1a Identify the namesof the main bones (e.g., humerus,ulna, radius, femur, tibia, fibula,scapula, clavicle, ribs, pelvis, skull...)and function (i.e., shape, support,protection) of the human skeletalsystem in the context of exerciseand physical activity.

Curricular ConnectionsELA:GLO 3—Manage ideas and information.

GLO 4—Enhance the clarity and artistry ofcommunication.


PE/HE:GLO 2—Fitness Management (S.2.6.A.3a)

6–40

� Paper and Pencil Task: Skeleton TagTeacher Assessment: Inventory

After students have participated in the Skeleton Tag game, havethem complete a diagram labelling the bones.

Suggested Criterion:

Look for

� number of correct responses

� Performance Task: Skeleton Project: Active Kids HaveHealthy BonesTeacher Assessment: Scoring Rubric

Have students complete the suggested skeleton projects. Assessprojects using a scoring rubric.



6–41

Have a poster available for studentsto check the proper names of thebones. Models of skeletons alsoprovide valuable information forstudents.

For the skeleton project, create amind map in class with theinformation that each project mustinclude. Direct students to books andwebsites on the skeletal system.

Have students present a maximum ofthree projects each class to allow foractivity time. Set a time limit of fiveminutes per presentation.

The Active Kids Have HealthyBones theme ties in with the ActiveKids: Healthy Futures promotion ofThe Manitoba Physical EducationTeachers Association (MPETA). Thetheme can also be reinforced bysending home activity participationlogs.

Language Link:

When teaching vocabulary related tohealth content areas or specificsports, encourage students to learnthe terms in their home language orin another language (e.g., French,Ukrainian, Mandarin, Cree,Ojibway), especially in communitieswhere a particular culture isrepresented.

Refer to BLM G–9: Project-Assessment Rubric.

Refer to BLM 6–4: Skeleton Diagrams.


� Skeleton Project

See the instructional strategy suggested for learning outcomeK.2.6.C.1a to make curricular connections.

� Fitness Challenge

Have students participate in a fitness challenge, spending oneminute at each of five active stations (e.g., curl-ups, bench step-ups, wall push-ups, bench dips, jumping jacks), alternating withfive inactive stations (e.g., reading information on benefits ofphysical activity, fitness components, the FITT [frequency,intensity, time, type] principle). After the 10 minutes, bringstudents together to cool down. As they are doing their cool-down stretches, discuss the effects of activity and inactivity ontheir bones. Ask students to give a thumbs-up signal if theythink a specified station helped to increase their bonemass/density (stations that involve weight-bearing exercises).

� Fit Factors

Brainstorm with students a list of factors affecting thedevelopment of personal fitness. Have students participate in aThink-Pair-Share activity and look at each of the ideas generatedby the group. Have students decide what effect each of the ideashas on their own fitness development. Discuss ways to changenegative effects into positive ones to improve personal fitness.

� Fitness Plan

Have students participate in a number of fitness-assessmentactivities and set goals for improvements. Ask students to do aself-assessment in their fitness journals, discussing the reasonswhy they were or were not able to reach their goals in eachassessment activity.


Students will...


��K.2.6.C.1b Describe the effectsof exercise and inactivity on thehuman skeletal system (i.e.,increased/decreased bone density,increased/decreased bone mass).

�� K.2.5.C.2 � K.2.6.C.2 Show anunderstanding of the factors (e.g.,planning, regular participation, effort,adequate information, motivation,commitment, regular monitoring...)affecting personal fitnessdevelopment.

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 5—Celebrate and build community.

PE/HE:GLO 2—Fitness Management (K.2.5.C.2)

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.GLO 3—Manage ideas and information.


PE/HE:GLO 2—Fitness Management (K.2.6.C.1a)

6–42

Refer to BLM 6–4: Skeleton Diagrams.

� Performance Tasks: Skeleton ProjectTeacher Assessment: Scoring Rubric

Have students complete the skeleton projects suggested forlearning outcome K.2.6.C.1a. Assess projects using a scoringrubric.

� Questioning/Interview: Fitness ChallengeTeacher Assessment: Inventory

Have students use a thumbs-up approach in responding toquestions related to which station activity increased bonemass/density and which did not.

� Questioning/Interview: Fit FactorsTeacher Assessment: Inventory

After the Think-Pair-Share activity, have students express theirideas to the class. Record the ideas on a chart or chalkboard.Have students identify the factor that most affects theirdevelopment.

� Journal/Learning Log: Fitness PlanSelf-Assessment: Rating Scale

Have students complete a rating scale such as the following afterthey have completed the second trial of fitness assessments andthey can analyze why goals were or were not achieved.



6–43

Strong bones need both calcium andweight-bearing physical activity.

Calcium makes bones as strong assteel. When the body makes newbone tissue, it first lays down aframework of collagen. Then, tinycrystals of calcium from the bloodspread throughout the collagenframework. The hard crystals fill inall the nooks and crannies. Calciumand collagen work together to makebones strong.

Bones are living tissue. Weight-bearing physical activity stimulatesnew bone tissue to form, makingbones stronger. Also, weight-bearingphysical activity makes musclesstronger, and muscles pushing andtugging on bones makes the boneseven stronger.

The growing years are veryimportant for bone development. Soit is essential for students at thisage to understand the effects

Refer to BLM G–9: Project-Assessment Rubric.

Continue with the Fit Factorslearning activity throughout the year.Spend a short time at the beginningof class to introduce a few fitnessconcepts.

For information on the Think-Pair-Share strategy, see Success for AllLearners 6.13.

TEACHER NOTES (continued)

of healthy eating and weight-bearing exercise on bonedevelopment.

For additional information, see the U.S. Department of Healthand Human Services, Centers for Disease Control andPrevention website: <http://www.cdc.gov/powerfulbones/>.

Refer to BLM 5–8: Fitness Goal Factors.



Students will...


6–44

� Teacher-Led Stretches

Have students participate in teacher-led stretches, withdiscussion on safety and technique.

� Follow the Leader

Divide students into small groups. As part of a cool-down, haveone student per group lead the group in a number of stretches toimprove flexibility. Leaders correct the group members if theyare doing the exercises incorrectly.

� Lead-up Games/Activities

After students have participated in a physical activity, ask themfor examples of behaviours by others that made them feel goodand that made them want to continue playing the game.

� Make up a Cheer

Have small groups use words and gestures to make up a cheerthat would encourage their classmates to play their best.

� Learning Outcome Connection

See learning outcome S.1.5.D.2. Discuss behaviours thatencourage effort and participation of others.

�� K.2.6.C.3 Identify the propertechniques (e.g., slow and sustained,within comfort zone, focusing ontarget muscles and minimizing otherbody parts, stretching to the limit ofthe movement, slow and rhythmicalbreathing...) and harmful techniques(e.g., bouncing, swinging, stretchingtoo hard...) in stretching exercises.

�� K.2.6.C.4 Review behaviours(e.g., make positive remarks, cheerfor others, make encouraginggestures...) that encourage effortand participation of others.


PE/HE:GLO 1—Movement (S.1.5.D.2)


PE/HE:GLO 2—Fitness Management (K.2.5.C.3)



6–45

� Observation: Follow the LeaderGroup Assessment: Checklist

Have group members complete the following checklist to assessthe leader.

� Questioning/Interview: All ActivitiesTeacher Assessment: Inventory

As situations arise in games and activities when students are orare not behaving appropriately, ask students how thesebehaviours made them feel in terms of affecting theirparticipation.

� Observation: Make up a CheerGroup Assessment: Checklist

Have students in each group discuss what behavioursencouraged effort and participation of others.

Suggested Criteria:

Look for evidence of students

� encouraging others with non-verbal gestures

� encouraging others with positive remarks

� inviting others to play or take a turn

� helping others when experiencing difficulty

� being good listeners

� other

Cool-Down Stretches

Student ________________________________________

Group members __________________________________

The leader ensured that

� stretches were performed slowly and held

� all major muscle groups were stretched

� students stretched to the limit of the movement

� stretches were performed safely

Refer to learning outcome K.2.5.C.3.

Teachers must stay informed aboutcontraindicated stretches and currentstretching protocol.

For more information on “exercisesto avoid,” refer to current websitesand other resources, such as FitnessEducation for Children (Virgilio166–168).

Fair-Play Ideals:

• Respect the rules.

• Respect the officials and accepttheir decisions.

• Respect your opponents.

• Give everyone equal/equitableopportunity to participate.

• Maintain your self-control at alltimes.

The fair-play ideals are identified onpage 16 in the Leisure section of TheCanadian Active Living Challenge:Leader’s Resource Tool Kit, Program2 (CAHPER/CIRA).

For more information on fair play,see The Spirit of Sport Foundationwebsite:<http://www.spiritofsport.ca>.

Language Link:

Have students create cheers in thelocal/home language, whereappropriate.



Students will...


6–46

� Cardiovascular Endurance

Have students participate in a variety of cardiovascular activitiesfor 10 to 15 minutes in their aerobic target heart-rate zone.Cardiovascular activities could include aerobics, step aerobics,dance, jump rope, orienteering, follow the leader runs, mass taggames such as Capture the Flag or Steal the Stick, and so on.Students can use heart-rate monitors or pulse counts todetermine whether they are in their aerobic target heart-ratezone.

� Muscular Endurance/Strength Circuit

Have students participate in a muscular endurance/strengthtraining circuit. Muscular endurance/strength exercises couldinclude curl-ups, line jumps, push-ups, bench-steps, leg lifts, andso on. Ensure that students have a choice of repetitions suited totheir personal fitness level.

� Follow the Leader

Refer to the Follow the Leader activity suggested for learningoutcome K.2.6.C.3.

� Skill-Related Fitness Circuit

Have students participate in a circuit designed to develop skill-related fitness components.

Agility• Agility Runs: Have students participate in a variety of

agility runs. In the Zigzag Run, for example, students run toa line, pick up a beanbag, and take it back to the start. Theyrepeat this three times.

• Builders and Bulldozers: Have students form two teams.Players on one team are the builders and players on the otherare the bulldozers. Place cones around the gym. Thebulldozers knock down the cones, while the builders try toput them up again. Reverse roles.

Balance• Gymnastic Activities: Have students participate in

gymnastic activities to improve their balance, with orwithout using equipment.

• Balance Tag: Have students play Everybody’s It. A studentwho is tagged freezes in a balance position. To be freed,another student must mimic the balance for five seconds.

��S.2.6.A.1a Participate inexercises/activities (e.g., juggling fordeveloping coordination, movingthrough obstacle course for agility...)designed to improve and maintainpersonal fitness associated withhealth-related and skill-relatedfitness components.

Curricular ConnectionsELA:GLO 5—Celebrate and build community.

MA:Patterns and RelationsStatistics and ProbabilityNumber

PE/HE:GLO 1—Movement (K.1.6.A.1)GLO 2—Fitness Management (K.2.6.A.1,K.2.6.C.3, S.2.5.A.1a)

(continued)


Grade 6: Fitness Management–Skills

6–47

� Observation: All ActivitiesTeacher Assessment: Scoring Rubric

As students participate in physical activities, observe their levelsof participation and keep ongoing records for each term.

� Performance Task: Skill-Related Fitness Circuit Self-Assessment: Inventory

Have students participate in skill-related fitness challenges, setpersonal goals, and assess individual progress.

Participation Rubric

Scale The student is

4 • always ready to participate, highlyinvolved, 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

For information on teachingconsiderations and implementationguidelines related to fitnessmanagement, refer to Guidelines forGLO 2—Fitness Management in theOverview of this document.

Due to the importance and the natureof fitness development/maintenance,learning experiences related to thisoutcome will be ongoing throughoutthe year. Assessment also needs tobe ongoing to determine howstudents manage their fitness in classthroughout the year.

Make appropriate adaptations ormodifications for students withspecial needs or medical conditionsin order to facilitate participation.Provide alternative activities forstudents who are not able toparticipate fully.

Refer to Appendix I: Glossary (aswell as to the teacher notes forlearning outcome K.2.6.A.1) fordefinitions of skill-related fitnesscomponents.

Skill-related fitness—refers to theability to perform successfullyduring games and sports (also calledperformance fitness). The skill-related fitness components are:ability, balance, coordination, power,reaction time, and speed.

Refer to BLM G–11:Skill-Related FitnessComponents Poster.

Refer to BLM 6–5: Skill-Related Fitness Challengesand BLM 6–6: Skill-Related Goal Setting.



Students will...


6–48

(continued)

Coordination• Juggling: Have students participate in a variety of juggling

activities using scarves, balls, rings, clubs, sticks, and so on.

• Kick Sack: Have students practise kick sack activities.

• Jump Rope: Have students try some of the rope challengesin the Jump Rope for Heart Program.

• Ring Toss: Prepare a 15 cm stick with a string attached tothe handle and six rings attached to points near the end ofthe stick. The object is to toss the string, catching the ringson the stick. Catching more rings requires morecoordination.

Power• Power Circuit: Have students participate in a power circuit

that includes exercises such as the following: vertical jump,long jump, ball throw for distance, medicine ball throw fordistance, and kick for distance.

• One-Leg Hop Kick: Have students jump from one foot,kick a suspended target, and land, all on the same foot,maintaining balance.

Reaction Time• Paper Catch: Have students work with a partner. One

student holds a piece of paper 10 cm above his or herpartner’s thumb and forefinger. The student drops the paperand the partner tries to catch it between the thumb andforefinger without moving the hand down.

Speed• Partner Races: Have students choose a partner they want to

race against. On the signal “Go,” all students race theirpartner to the finish line. They can choose a new partner andtry again.

• Race against Time: Have students work with partners. Onestudent in each pair sprints a specified distance and thepartner times the sprinter. After a rest, they repeat the run,trying to improve their time.

• Speed Jump Rope: Have students (individually or with apartner) count the number of pogo jumps they can do in oneminute.

Variation: Count the number of running steps, or hops onone foot.

��S.2.6.A.1a (continued)



6–49

For more challenges, see the JumpRope for Heart Program of the Heartand Stroke Foundation of Manitoba.

Emphasize with students that inorder to improve personal fitness,one must increase the frequency(how often), intensity (how hard),and duration (how long) ofperforming an activity, and one mustchoose the appropriate type ofactivity (FITT principle).

If one is inactive, the musclesbecome smaller (atrophy) and losestrength, and breathing becomes lessefficient because the lungs are notforced to expand.

Help students work towardsmaintaining lifelong physical activityby providing motivating and variedactivities that develop confidenceand competency.

Use strategies such as the followingto accommodate fitness activities forall students, regardless of theirability levels or physicalcharacteristics:

• Provide a choice of activities,where possible.

• Allow students to choose thenumber (e.g., 5, 10, 15) ofrepetitions of an exercise.

• Challenge students to performexercises for a set time period(e.g., number of push-ups in 30seconds, distance covered in 10minutes) instead of setting anumber that may be too hard forsome and too easy for others.

• Provide motivation usingdevelopmentally appropriatefitness progressions for thedevelopment of muscular


endurance/strength. For example, a progression for thedevelopment of upper body strength could consist of push-ups standing and pushing away from the wall, then push-ups with knees touching the floor, and then push-ups withfeet on the floor.

• Encourage all students by focusing on individual effortand improvement, rather than on the success of a fewhighly accomplished students.

• Establish a class atmosphere in which praise and groupcooperation are evident for motivating students toachieve their personal best.



Students will...


6–50

� Distance Runs

While students participate in training for a 1600 m run, cross-country run, 12-minute run, or orienteering, have them monitortheir aerobic target heart rate using heart-rate monitors, pulsesticks, and pulse checks. After the activity, discuss theimportance of pacing.

Questions for Discussion:

• Is it a good idea to start running as fast as you can at thebeginning of a run? Why or why not?

• What is a reliable sign that you are running at a good pace atthe beginning and middle of your run?

• How does your pacing change towards the end of your run?

Variation: Have students participate in a continuous cross-country ski, jump rope, or aerobic activity.

� Prediction Run

Have students run a specified distance (e.g., 800 m, 1200 m) andtime the run. Have students repeat the run on another day andpredict what their time will be.

� Precision Run

Have students walk or jog for eight minutes. Students attempt tomaintain their target heart rate throughout the run.

��S.2.6.A.1b Demonstrate propertechnique (i.e., pacing) whileparticipating in continuous aerobicactivity for a sustained period oftime, while maintaining targetheart rate.


MA:Patterns and RelationsStatistics and ProbabilityNumber



6–51

� Performance Task: Distance RunsSelf-Assessment: Checklist

Have students participate in the distance runs and then assesstheir ability to maintain their pace, keeping their heart ratewithin the aerobic target heart-rate (THR) zone.

TooSlow

(BelowTHR)

JustRight

(WithinTHR)

TooFast

(AboveTHR)

Beginningof Run

Middleof Run

End of Run

Pacing in Distance Run

Name

__________

The fitness management outcomeslink to the Active Living strand inGLO 5—Healthy Lifestyle Practices.There are also links between GLO 1—Movement and GLO 2—Fitness Management. Manyof the movement activities can bedesigned to be more physicallyactive in order to enhance students’fitness levels.

Pacing involves running at acomfortable pace, leaving a reserveof energy for a strong finish.Students’ pace will increase as theircardiovascular endurance increases.

Physical Education Methods forClassroom Teachers (HumanKinetics, with Pettifor, 139) suggeststeaching tips for fitnessdevelopment:

• Never use fitness activities aspunishment.

• Don’t overemphasize fitnesstesting.

• Encourage students to set realisticgoals and to celebrate progressand achievement.

• Don’t underemphasize theimportance of self-esteem tolifelong fitness.

• Clarify fitness goals, check forunderstanding of why activitiesare done, and relate fitnessconcepts to everyday experiences.

• Teach students the differencebetween initial fatigue and painthat may result in injury.

• Always ensure thatenvironmental conditions are safefor all lessons.



Students will...


6–52

� Heart-Rate Predictions

Following a discussion of the target heart-rate zones, havestudents participate in a class that includes a number of differentaerobic activities. Students predict what their heart rates will befor each activity. Using heart-rate monitors, pulse sticks, or six-or ten-second pulse checks, students record their heart rate at theend of each section of the class. During their cool-down,students determine which heart-rate zones they were in for eachactivity.

��S.2.6.A.2 Compare own heartrate during aerobic activity to thegeneral target heart-rate zones(e.g., general health, basic fitness,healthy heart...).

Curricular ConnectionsELA:GLO 1—Explore thoughts, ideas, feelings,and experiences.

MA:Patterns and RelationsStatistics and Probability



6–53

� Journal/Learning Log: Heart-Rate PredictionsSelf-Assessment: Inventory

Have students participate in the Heart-Rate Predictions activitiesand record their results.

Heart-Rate Predictions

Fill in the predicted and actual beats per minute (bpm) and thecorresponding target heart-rate zone for each activity.

Activity Prediction Actual Zone• Lying down for two minutes ______ _____ ______

• Walking for two minutes ______ _____ ______

• Jumping rope for two minutes ______ _____ ______

• Jogging for four minutes ______ _____ ______

• Shooting hoops for two minutes ______ _____ ______

• Sprinting the length of the gym ______ ______ ______

• Doing cool-down stretches ______ ______ ______

Students are encouraged to workwithin their target heart-rate zones sothat they accumulate 60 minutes ofmoderate physical activity and 30minutes of vigorous physical activitydaily to achieve health benefitsassociated with physical activityparticipation (see Canada’s PhysicalActivity Guide for Youth:<http://www.hc-sc.gc.ca/hppb/paguide/youth.html>).

To develop aerobic capacity, theheart rate must reach a heart-raterange or zone to achieve the desiredphysiological benefits. Target heart-rate zones are calculated based on apercentage of maximum heart rate.

For example:

• Moderate health zone—50% to70% of maximum heart rate.

• Aerobic health zone—70% to85% of maximum heart rate.

Furthermore, to calculate an aerobichealth zone for 9- to 12-year-olds(not taking resting heart rate intoconsideration), 70% to 85% of 210(maximum heart-rate for ages 9 to12) would be 145 to 180 beats perminute (rounding off to the nearestfive). For a 10-second count, thepulse count would be 24 to 30(Kirkpatrick and Birnbaum 9-10).

When using heart-rate monitors inGrades 5 and 6, the aerobic targetheart-rate zone could be preset onwatches prior to class. Note thatsome watches should be set forindividual students with specialconditions or needs.


For more information, refer to the following websites:

• Manitoba Marathon:<http://www.manitobamarathon.mb.ca/>

• Manitoba Physical Education Teachers Association(MPETA): <http://home.merlin.mb.ca/~mpeta/>

Refer to BLM G–7: Heart-Rate Predictions.



Students will...


6–54

� Activity Log

Periodically have students keep track of their participation inphysical activity. Students take home an activity log and recordtheir activity for a specified period of time.

� Fitness Plan

Using results from fitness assessments, students record resultsand set goals for improvement. Students maintain records in theirfitness journals.

� Fitness Assessments

Choose assessment tasks that help students determine personalfitness based on health-related fitness components.

Examples:

Cardiovascular Endurance

• 6-, 8-, 10-, or 12-Minute Run: Students count the number oflaps completed in the time of the run.

• Leger Beep Test: This fitness test uses an audiotape tocontrol timed runs over a measured course, and an audio tonecommunicates timing information for the test subjects(runners). The tests are run continuously until the subjectscan no longer continue or start to miss (arrive late at lines).The highest running pace and number of repetitions that therunner can accomplish successfully is then the player’srating.

• Walking Test: Available online at <http://www.motivationstation.net>.

Muscular Strength and Endurance (specific to muscle groups)

• Push-ups (full or modified) • Pull-ups

• Curl-ups • Bench-Steps

Flexibility

• Modified Sit and Reach (one leg bent) • Shoulder Stretch

��S.2.6.A.3a Demonstrate the useof assessment strategies (e.g.,activity log, activity calendar,stopwatch, computer databaseprogram, heart-rate monitor...) todetermine, organize, and recordfitness results and physical activityparticipation.





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� Journal: Activity LogSelf-Assessment: Inventory

Have students complete activity logs and record results in theirjournals.

� Journal/Learning Log: Fitness PlanSelf-Assessment: Inventory

Choose a number of exercises or assessment tasks that measurehealth-related and skill-related fitness components. Explainproper technique, safety precautions, and procedures for eachtask. Have students practise the exercise or task, perform andassess it to determine their personal best, and set goals forpersonal improvement. Ask them to record this information.

Appropriate practices for physicalfitness testing include

• ongoing assessment as part of anongoing process of helpingstudents understand, enjoy,improve, and/or maintain theirphysical health and well-being

• having students physicallyprepared so that they can safelycomplete each component of aphysical fitness test battery

• sharing test results privately withstudents and their parents/guardians to foster thedevelopment of health-relatedfitness knowledge, understanding,and competence

Cardiovascular endurance runs basedon time to run rather than distancesto be covered motivate studentstowards achieving fitness. Timing a1600-metre (one-mile) run may be asimple task to organize for large-group testing; however, havingeveryone run the same length of timemeans no waiting for slower runnersand less chance of any studentsfeeling embarrassed by theirperformances, as everyone succeedsat his or her own rate.

For more information, refer toCanada’s Physical Activity Guide forYouth (Health Canada) at<http://www.hc-sc.gc.ca/hppb/paguide/youth.html>.

For physical fitness tests for specialpopulations, see page 163 ofPhysical Education for ElementarySchool Children (Kirchner andFishburne) and pages 25 and 29 ofPhysical Best Activity Guide(AAHPERD).

BLM G–4: Personal Fitness Profile.

Refer to BLM G–6: Physical Activity Log (PAL).



Students will...


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� Learning Outcome Connection

Have students use the information from activities suggested forlearning outcome S.2.6.A.3a to set and revise goals.

� Compare and Contrast

Have students graph results of their fitness scores and activityparticipation for a set period of time. Have them discuss theseresults with their parents/guardians as a take-home activity orpart of a student-led conference at school.

��S.2.5.A.3b � S.2.6.A.3bCompare own fitness results andphysical activity participation overa period of time (e.g., beginning,middle, end of school year...) tocheck and revise personal goals.


MA:Statistics and Probability




6–57

� Journal/Learning Log: Fitness PlanSelf-Assessment: Inventory

Choose a number of exercises or assessment tasks that measurehealth-related and skill-related fitness components. Explainproper technique, safety precautions, and procedures for eachtask. Have students practise the exercise or task, perform andassess it to determine their personal best, and set goals forpersonal improvement. Ask them to record this information.Repeat this two or three times a year so that students cancompare results.

� Journal: Activity LogSelf-Assessment: Inventory

Have students complete activity logs and record results in theirjournals. Repeat this two or three times a year so that studentscan compare results.

Ensure that students focus oncomparing their own results over aperiod of time rather than comparingthemselves with others.

Refer to BLM G–4: Personal Fitness Profile.

Refer to BLM G–6: Physical Activity Log (PAL).


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Fitness Management Outcomes: Grade 6

�� K.2.6.A.1 Recognize the health- and skill-relatedfitness components (e.g., agility, power, reaction time,speed, coordination…) that contribute to skilldevelopment.

�� K.2.6.C.1a Identify the names of the main bones(e.g., humerus, ulna, radius, femur, tibia, fibula, scapula,clavicle, ribs, pelvis, skull...) and function (i.e., shape,support, protection) of the human skeletal system inthe context of exercise and physical activity.

�� K.2.6.C.1b Describe the effects of exercise andinactivity on the human skeletal system (i.e.,increased/decreased bone density, increased/decreasedbone mass).

�� K.2.5.C.2 � K.2.6.C.2 Show an understanding ofthe factors (e.g., planning, regular participation, effort,adequate information, motivation, commitment, regularmonitoring...) affecting personal fitness development.

�� K.2.6.C.3 Identify the proper techniques (e.g.,slow and sustained, within comfort zone, focusing ontarget muscles and minimizing other body parts,stretching to the limit of the movement, slow andrhythmical breathing...) and harmful techniques (e.g.,bouncing, swinging, stretching too hard...) in stretchingexercises.

�� K.2.6.C.4 Review behaviours (e.g., make positiveremarks, cheer for others, make encouraging gestures...)that encourage effort and participation of others.

Knowledge

�� S.2.6.A.1a Participate in exercises/activities (e.g.,juggling for developing coordination, moving throughobstacle course for agility...) designed to improve andmaintain personal fitness associated with health-related and skill-related fitness components.

�� S.2.6.A.1b Demonstrate proper technique (i.e.,pacing) while participating in continuous aerobicactivity for a sustained period of time, whilemaintaining target heart rate.

�� S.2.6.A.2 Compare own heart rate during aerobicactivity to the general target heart-rate zones (e.g.,general health, basic fitness, healthy heart...).

�� S.2.6.A.3a Demonstrate the use of assessmentstrategies (e.g., activity log, activity calendar, stopwatch,computer database program, heart-rate monitor...) todetermine, organize, and record fitness results andphysical activity participation.

�� S.2.5.A.3b � S.2.6.A.3b Compare own fitnessresults and physical activity participation over aperiod of time (e.g., beginning, middle, end of schoolyear...) to check and revise personal goals.

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.

Skills

Attitude Indicators

Documents

2. Grade 6 Fitness - Province of Manitoba€¦ · Grade 6: Fitness Management–Knowledge 6–41 Have a poster available for students to check the proper names of the bones. Models