UNIT 1 - CARDIOVASCULAR ENDURANCE

LEARNING OUTCOMES The student will be able, through their participation in at least two physical leisure and recreational activities, to: explain the function of the heart   explain the physical changes that take place during exercise monitor their heart rate   develop a basic understanding of the Frequency, Intensity, Time and Type (FITT) principle in relation to cardiovascular endurance.   design a personal programme to improve cardiovascular endurance fitness.

TEACHER GUIDELINES   Through their participation in aerobic activity ask the students to describe the body changes that occur during exercise.  Early introduction to the principles of warm-up and cool-down is important. Introduce students to the RPE scale.  Demonstrate to the student how to monitor their own heart rate. Students should keep a record of their own heart rate over a week. While students participate in aerobic exercises they should be gradually introduced to the FITT principle. Students should start to keep a diary of their daily activity and over a period of time they will assess their own level of activity. Assist students to design a programme that is suitable to their level of aerobic fitness. Students should be aware that their own progress is more important than comparison to others. Discuss with students the importance of cardiovascular endurance in everyday activities.

UNIT 2 - FLEXIBILITY

LEARNING OUTCOMES The student will be able, through their participation in at least two physical leisure and recreational activities, to: state the importance of flexibility for everyday activities   explain the importance of warm-up and cool-down identify the movements of the major joints   develop a basic understanding of the FITT principle in relation to flexibility demonstrate a range of safe exercise specific to flexibility design a personal programme that improves flexibility.

TEACHER GUIDELINES     Through appropriate exercises students are given an understanding of the concept of flexibility and its importance to the maintenance of mobility. Through the chosen activity introduce students to the appropriate and correct stretching technique for warm-up and cool-down. Through activity students identify the specific movements of major joints. Introduce students to FITT principle and to the principle of designing a programme for developing their own flexibility. Discuss with the students the importance of flexibility in everyday activities. Assist students design a programme that is suitable to their level of fitness.

UNIT 3 - MUSCULAR STRENGTH AND ENDURANCE

LEARNING OUTCOMES The student will be able, through their participation in at least two physical leisure and recreational activities, to: explain muscular strength and endurance   explain muscle function and identify the different movements of the joints   demonstrate the proper body alignment for sitting, standing, carrying and lifting develop a basic understanding of the FITT principle as it relates to muscular strength and endurance identify and design circuits that will improve muscular strength and endurance.

TEACHER GUIDELINES     Through exercises explain the difference between muscular strength and muscular endurance. Allow students explore the movements of the different joints and to record the names of the major muscle groups over a period of time. Introduce students to the correct body alignment for sitting, standing, carrying and lifting and give them exercises that will improve their posture. FITT - (Frequency, Intensity, Time and Type of Exercise) Assist students in planning a programme that includes circuits for the development of muscular strength and endurance.

UNIT 4 - DESIGNING THE FITNESS PROGRAMME

LEARNING OUTCOMES The student will be able, through their participation in at least two physical leisure and recreation activities, to: design a fitness programme which would meet his/her individual requirements decide on the type of physical exercises that are appropriate to his/her individual needs   perform correctly the stretching and other exercises required for their fitness programme keep a diary of their fitness schedule. demonstrate a knowledge and understanding of safety procedures when exercising

TEACHER GUIDELINES     Allow students assess his/her fitness levels by documenting the regularity with which they participate in physical activity. Ensure that they use the FITT principle when designing the programme. Remind students that the programme must be realistic and discuss why “too little” is better than “too much” at the start of any programme. Ensure that exercises and circuits for flexibility and muscular strength and endurance are appropriate and correct.