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Limited Resource Fitness - A Health Related Fitness Unit

Most recently taught: December 2020

Teachers Pay Teachers link for the unit task sheets (Formative and Summative)

Key Concept: Development

Related Concepts: Choice, Perspectives

Statement of Inquiry: Motivation to develop relies on choice and perspectives.

Global Context: Identities and Relationships (exploring motivation and lifestyle choices)

Learner Profile: Inquirer (Students will explore different types of fitness, seeing what suits their interests and motivations and have time to research how they can reach a goal by researching a plan on their own)

Unit Outline

Students will explore a variety of exercises and types of fitness that can be done with minimal equipment. SMART goals will be set, and time set aside each class for students to pursue a fitness topic they are interested in. Lessons will vary between being teacher-led, station focused, technology-heavy, or guided by the student’s interests. This unit for MYP4 leads into my MYP5 "Help! Cross Training Coach Wanted" unit, and I explore concepts such as leadership and understanding how motivation and choice plays a role in improving their personal fitness.

Learning Experiences

Cross-training (Stations)

Jump-Rope (Solo and Group Challenges)

Stretching/Pilates/Yoga (Small-group, technology used)

Bodyweight fitness (Stations)

Fitness through team games (Whole class activity)

Cardiovascular endurance training (Large groups)

Reflection on teacher-created fitness routine (individual)

SMART goal setting and tracking (individual)

Formative Assessments

Teacher questioning ensuring fitness-specific terms are being used and understood (sets, repetitions, proper exercise names, etc)

Reflecting on SMART goal, done as a whole class/small groups/partners.

Students creating mini routines for the purpose of improving a muscle. (bodyweight exercises to increase arm strength)

Summative Assessment

Criterion B: Planning for performance

Students were to individually create a fitness routine that targeted a specific area of the body (arms, legs, flexibility, cardiovascular endurance, etc). This routine should be around 10 minutes long, using a variety of exercises with specific reps/amrap/sets included. The routine should be clearly organized and structured in a way that is easy to follow. Students should explain why they chose to include the exercises in their plan, with sources. They will reflect on the effectiveness of their plan after performing it a couple times.

Criterion D: Reflecting and improving performance

Students will have the ability to choose to answer reflection questions through typing or talking on video. They will reflect on the following topics:

- how they demonstrated leadership, their motivation across different topics, and what fitness components were challenging.

- their overall performance in this unit

- their performance during the self-guided SMART goal sections of the lesson.

ATL’s focused on in this unit

Communication - Use and interpret a range of discipline-specific terms and symbols

In order for students to plan for performance (Criteria B):  students will use and interpret a range of discipline-specific terms and symbols by learning different training terminology, the muscles of the body, and use the relevant terms in their fitness plan to help achieve their SMART goal.

The strategy that will be explicitly taught is:

-Interpret: on workout displays, acronyms and terms will be used for students to understand and identify to guide a workout.

-Use a range of discipline-specific terms and symbols: students should gain an understanding of the relevant terms and use these in their fitness plan, choosing specific actions that will help them succeed.

Thinking - Draw reasonable conclusions and generalizations

In order for students to reflect and improve performance (Criteria D):  students will draw reasonable conclusions and generalizations by note-taking after specific experiences, having class and peer discussions, and reflecting on their SMART goal.

The strategy that will be explicitly taught is:

-Draw reasonable conclusions: thinking about specific experiences in this unit, especially about the fitness plan. Understanding the strengths and weaknesses this plan would have for the fitness goal they chose.

-Draw reasonable generalizations: reflecting on their overall enjoyments and challenges in this unit. They will look at how this changed as the unit progressed.

Self-management - Set goals that are challenging and realistic

Day to Day Connections: At the beginning of the unit students will set a SMART goal in a fitness topic of their choice. Students will be able to alter the goal in the first couple of weeks as they try out different exercises and ensure they are challenging and/or realistic.

Summative Connection: In the planning process students should ensure the exercise guidelines included in their routine are the appropriate difficulty based on their experiences in this unit. They will also reflect on their SMART goal in the Criteria D summative component.

Research - Present information in a variety of formats and platforms

Day to Day Connections: Students will explore exercise routines being presented in a variety of formats such as videos, booklets, and posters. This will be followed by discussions on the challenges of following each format. When working towards their SMART goal students will track their progress in a format of their choice.

Summative Connection: When planning their summative fitness routine students can choose the format and platform they will present their routine with. This can be a google doc, Canva poster, slideshow, or video.

Teacher Reflection (2020)

This was a fun unit to teach as I have now been going to a gym consistently for the first time in my life, focusing on exercises (weightlifting) that I find challenging and intrinsically motivating. I wanted to share this enthusiasm with the Grade 8’s and 9’s, hopefully seeing them discover an interest in general or a specific fitness activity.

The first three weeks of giving students 10 minutes a class of self-guided time to work towards a fitness goal were challenging at times. Students wanted to spend their energy justifying why shooting a basketball would improve their cardiovascular endurance instead of interval training, or doing jump rope. Through individual discussions and seeing classmates start to succeed they started to choose more efficient training methods as the second half of the unit progressed towards the summative.

The lack of intervention at the end allowed for students to gain that motivation on their own.

I provided students with a checklist of information to include in their summative fitness routine. This especially supported the EAL students but also gave everyone a clear guide on what steps needed to be taken.

I look forward to many fitness resources being ordered to support our growing class sizes and implemented next year!


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Thoughts, questions, concerns? Let me know on twitter @tannernickel, I am always looking for ideas and ways to improve my inquiry teaching.

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