Health-related physical fitness (HRPF) by Jack Michael O'Mahony https://padlet.com/115528487/HRPF HRA en-us 2019-02-05 16:26:10 UTC 2025-11-08 03:51:32 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Dartstarget.png Lesson plan 115528487 https://padlet.com/115528487/HRPF/wish/327868699 2019-02-05 16:30:51 UTC https://padlet.com/115528487/HRPF/wish/327868699 Learning domains 115528487 https://padlet.com/115528487/HRPF/wish/327868889 2019-02-05 16:31:07 UTC https://padlet.com/115528487/HRPF/wish/327868889 Fundamental movement skills 115528487 https://padlet.com/115528487/HRPF/wish/327869209 The implications of confident, competent movers in adolescence has a direct effect on long-term participation in sport and physical activity (O'Brien et al., 2018a).

This scheme will predominantly endeavour to develop non-locomotor and locomotor skills. The latter will be targeted primarily through the warm-up and cool down activities of each lesson, which will allow students to practice a range of locomotor movements. Non-locomotor skills will be more explicitly targeted through muscular endurance, strength and flexibility classes. 

These movements, such as balancing, twisting, turning pushing and pulling will be worked through in a variety of scenarios such that students will be able to practice them at home and in turn develop them at their own pace. ]]> 2019-02-05 16:31:34 UTC https://padlet.com/115528487/HRPF/wish/327869209 How am I addressing these Key Skills? 115528487 https://padlet.com/115528487/HRPF/wish/327869315 Literacy
Each area of HRPF will provide students with the opportunity to become familiar with new words in that area. For example, muscular endurance and strength will involve students learning about the main muscle groups in the body, while CV endurance will allow students to become familiar with key words in relation to different organs and processes of the system.

Learners will have the opportunity to present to the class their findings from various rich tasks/demonstrations, becoming comfortable speaking to and presenting in front of their peers.

Lastly the Active for Life PE book allows for the use of written work during this scheme, furthering the students' literacy development.

Numeracy
For the learning wall of each scheme I will try to include at least one example of data being displayed through a chart, table or graph. Students will be asked to interpret these graphs and recognise how their results from a given activity/test apply to the data shown.

Working with others
This scheme allows students the opportunity to work with their peers during each lesson. During either the testing period or second/third development of each lesson, students will be working as part of a group. They will have the opportunity to present to their class  and peer-assess during various parts of each lesson.

Staying well
The overarching rationale of this scheme is to promote the necessity for students to take control of their own wellbeing and physical fitness. While the physical aspects of wellbeing come to the fore here, the other aspects of wellbeing such as mental and psychosocial are embedded in the lesson content and pedagogical approach.

Being creative
Some lessons will give students the freedom to be creative and to think critically about choices regarding their physical fitness. For example, during the flexibility class, students will have the opportunity to design their own stretching routine given a set of constraints i.e. 3 stretches only, 2 have to be dynamic etc. Haught-Tromp (2016) has shown the benefits of imposing restrictions on creativity, which is an idea I would hope to use when working with this class.

Managing myself
Throughout this scheme students will learn the benefits of being physically fit for a healthy and enjoyable life. At the end of the scheme, students will be able to design their own exercise program to improve a certain aspect of health-related fitness. Essentially, students will have the skills and knowledge to take control of their own physical fitness and understand its benefits not just now but for the future.

Managing information and thinking
As was referenced in numeracy, students will have to interpret results and knowledge about health-related fitness in terms of how it applies to their own lives. I will try to make each strand of HRPF accessible for students so that they can realise its importance in their own lives.

Communication
Students will have to communicate when talking to their peers and to the whole class. This will be done during the demonstration of exercises and activities but also during discussion activities before, during and after some classes. ]]> 2019-02-05 16:31:43 UTC https://padlet.com/115528487/HRPF/wish/327869315 Digital wellbeing 115528487 https://padlet.com/115528487/HRPF/wish/327869398 In today's world, we, especially our youth, don't seem to have the luxury of living completely offline (Floridi, 2015). Our students have so much to deal with that past generations could never have imagined. They live in a constant hyperconnected state (Floridi, 2015). Therefore the onus is on us in education to prepare students who already live in this world not only to be digitally literate but also digitally fluent.

Digital literacy is knowing how to use ICT and what to do with them, whereas a digitally fluent person can decide when and why to use ICT, recognising the greater impact of digital technology use on a seemingly infinite community (The New Zealand Curriculum, 2016).

Chambers et al. (2019) argue that we are at a point of information saturation, and students are quite overwhelmed by how connected everything is. In dealing with this the tendency can be to have a knee-jerk reaction and ban all use of ICT to allow students to process information. However, Chambers et al. (2019) argue the importance of preparing children and adolescents for this world by helping them become digitally fluent and ultimately digitally well.]]> 2019-02-05 16:31:51 UTC https://padlet.com/115528487/HRPF/wish/327869398 What does the literature say? 115528487 https://padlet.com/115528487/HRPF/wish/327871338 Each area of health-related physical fitness has its own distinct yet related benefits.

1. Cardiovascular endurance
Maintaining a good level of cardiovascular fitness through regular moderate to vigorous physical activity (MVPA) reduces risk of cardiovascular disease (CVD) (Whitlock et al., 2009; Berringto de Gonzalez, 2010), pulmonary disease (Melo et al., 2014), Type II diabetes (Abdullah, 2010) and more.
2/3. Muscular endurance/muscular strength
While there is often a stigma around youth participation in resistance training and muscular strength/endurance development programs, extensive research shows that the benefits are multi-faceted, extending but not limited to 
  • reduced CVD risk profile
  • enhanced muscular strength and power
  • improved motor skill competence
  • increased resistance to sports-related injuries
  • improved psychosocial wellbeing (Faigenbaum, 2009)
4. Flexibility
The principal health outcomes hypothesized to be associated with flexibility are prevention of and relief from low-back pain, prevention of musculoskeletal injury, and improved posture (Pate et al., 2012).
5. Body composition
The implications of weight status of long-term health are well documented. Ireland is on course to have one of the highest rates of obesity in Europe by 2030 (HSE, 2018). Combating obesity is a multi-faceted endeavour, and encompasses hereditry, developmental and environmental influences in preventing obesity across generations.

Furthermore, participating in regular physical activity/exercise and maintaining a good level of health-related physical fitness is synonymous with academic achievement (Dwyer et al., 2001; Trudeau et al., 2008; Crawford et al., 2013). Therefore, empowering students to understand and take control over their physical fitness not only has a positive effect on their health but also on their intellectual ability.

This scheme hopes to expose the class to a number of areas of physical fitness in which they can develop and achieve their goals. A number of publications of late have outlined the overwhelming need for students to live healthier lives. Those who practice healthy lifestyle habits in terms of exercise and nutrition in adolescence have a much higher chance of continuing these habits into adulthood (Malina, 2001; HSE, 2018).


The HSE (2018) show that levels of childhood obesity have stabilised but remain at a critically high level in this country. As of 2017 22% of 9-year-olds in Ireland were either overweight or obese (ESRI, 2018). O'Brien et al. (2018a) showed that the Fundamental Movement Skill (FMS) proficiency of Irish youth is low, something that is concurrent with obesity participation in physical activity and, as a result, has a direct impact on weight status (O'Brien et al., 2018b).

However interventions can be made at any stage of development in children and adolescents (HSE, 2018), and while this scheme is not an intervention per se, it is a method of empowering young people to see the virtue of living healthy lives and the small habitual changes that can be made in order for them to develop in such a manner.
]]> 2019-02-05 16:34:57 UTC https://padlet.com/115528487/HRPF/wish/327871338 Prior learning 115528487 https://padlet.com/115528487/HRPF/wish/327871406 Prior knowledge
Class Brian have a basic knowledge of the effects of exercise on the body. They have limited knowledge on specific reasons for exercise-induced somatic change and of the role of the different muscle groups in the body.
Prior skills
There is a wide variety of skill level in class Brian. Some students are gifted athletically and will thrive in certain areas of the scheme, particularly muscular strength and CV endurance. There are also some of the girls in the class who practice gymnastics and will take well to learning about and working with flexibility.
Prior attitudes
Class Brian have always given the impression of being a highly motivated group that want to be challenged. I have found it difficult to challenge them all sufficiently due to the mixed level of ability in the group but on the whole by setting challenges for the class each week and specific, individual goals they should be able to thrive in this scheme and develop a positive attitude towards health-related physical fitness.]]> 2019-02-05 16:35:03 UTC https://padlet.com/115528487/HRPF/wish/327871406 Learning outcomes 115528487 https://padlet.com/115528487/HRPF/wish/327871900  Strand 1: Physical activity for health and wellbeing  
  • set SMART improvement goals informed by their health-related and/or performance-related fitness results and advised by norms for their age and sex 
  • apply principles of training within a personalised physical activity programme (minimum duration of six weeks) designed to improve their health-related and/or performance-related fitness, documenting their progress ·       evaluate their engagement and progress in the programme, providing evidence of progress made and identifying ways they can further develop 
  • use a range of measurement techniques to monitor and analyse physical activity levels across a sustained period of time ·       identify a range of strategies to support ongoing participation in health-related physical activity
  • lead physical activities that young people find enjoyable and can undertake to achieve the minimum physical activity recommendations for health
At the end of this scheme students will have to design a program for 6 weeks as a means of developing one of the five areas of health-related fitness. At the end of the six weeks there will be a retest of all five areas of physical fitness, students participating in one of the five to see how they have improved.
]]> 2019-02-05 16:35:43 UTC https://padlet.com/115528487/HRPF/wish/327871900 Self-assessment 115528487 https://padlet.com/115528487/HRPF/wish/327885156 When researching for this scheme, one thing I wanted for my learners was for them to become independent and take control of their own wellbeing. Carol Dweck (2006) mentions the difference between a growth mindset and a fixed mindset view of intelligence. often in her research. A growth mindset approach will allow students to see their abilities, temperaments and interests are subject to change based on what they are exposed to. Furthermore, by encouraging self-assessment and handing the control over to the students, this allows them to be the pilots of their own knowledge and application of such in terms of the safeguarding of their physical fitness.

One such way of doing this will be the use of SMART goals in my teaching of this scheme. Students will be shown early on how to set goals in line with this framework in terms of improving a certain area of physical fitness.

One criterion which I will focus on is making them measurable. As shown above, all areas have an example of a valid, reliable testing method. This will allow students to track their progress in the form of longitudinal data, whereby their results of each test will be comparable before and after whatever intervention they plan to implement.

By empowering students in this manner, they will be able to take what they learn in this scheme and bring it into the real world, a connection that may not be easy to make in other subject areas. For students of all abilities, of which there are many in this group, being able to take control of their progress is something that will be great value to them in their holistic development throughout their lives.

On the Stairway to Lifetime Fitness as shown above, students should be at the self-planning stage at the end of this scheme, making the transition to independence and aiming towards lifetime physical activity and in turn physical fitness.]]> 2019-02-05 16:56:16 UTC https://padlet.com/115528487/HRPF/wish/327885156 Assessment for Learning 115528487 https://padlet.com/115528487/HRPF/wish/327885233 Most assessment carried out in this scheme will be done in a formative manner, using an Assessment for Learning (AfL) approach throughout. The following are integral aspects of the AfL approach (The Northern Ireland Curriculum, 2010).

Learning intentions and success criteria
Each class will begin with a discussion around the learning intentions for the class. Students will be asked what they already know about the learning intentions and allow this prior knowledge, skills and attitudes to guide the direction of the class.

Success criteria for each part of the class are identified and examples of student work are particularly emphasised. For example, if a student is executing the push up correctly I will ask them to demonstrate for their peers, allowing the class to see what success in this area looks like.

Effective feedback/questioning
As much as possible in this scheme I want my feedback to challenge and promote higher order thinking. Instead of simply correcting a movement, I will focus on asking students to revert to the criteria for success and ask them how they think they can improve. I will keep the feedback specific to the students, attempting to give something they have done well before setting them a new target to improve upon next time.

Something that has worked well in the maths classroom and I have yet to implement as much in my PE teaching has been using a mixture of higher and lower order questioning. I have observed that the lower-order questioning tends to engage weaker to students to participate in class discussion, and as a result allowing them to feel like they are contributing to the learning experience. Furthermore, these students then often are the more likely to try answer higher-order questions and feel like more of a part of the learning.

Self-assessment
Each strand of HRPF will have with it a method by which students can assess their own abilities and compare to standardised gender- and age-related normative values.
  • Muscular endurance: push-up and sit-up test
  • Muscular strength: wall sit and plank duration
  • CV endurance: 20m multi-shuttle test (bleep test)
  • Flexibility: Sit and reach test
  • Body composition: Body mass index (BMI)
[self-assessment discussed further below]

Peer assessment
Students will be exposed to a number of opportunities to peer assess during this scheme. In line with developing digital fluency in students, each learner will have the chance to assess their peers using laptops/tablets through SloPro or other such performance analysing apps.

With some classes, such as the muscular endurance class, students will perform a think-pair-share type activity, whereby each student will practice a push up on their own. They will then discuss with their peers the criteria for success (looking at quality of movement rather than quantity of reps (Cook et al., 2014)) and use video to analyse their peers and how well they are hitting each criterion. At the end of the task the class will show their videos to the class, promoting a discussion around the criteria for success in a push up.

]]> 2019-02-05 16:56:22 UTC https://padlet.com/115528487/HRPF/wish/327885233 Physical activity and exercise 115528487 https://padlet.com/115528487/HRPF/wish/328146300 Physical activity is defined as any bodily movement produced by skeletal muscles that results in energy expenditure (Caspersen, 1985)

Physical activity can be subdivided into catergories based on a number of factors:
  • Where they occur in the daily routine (e.g. during work, leisure, sleep etc) (Stephens et al, 1985)
  • Intensity (light, moderate, vigourous, high) (Caspersen et al., 1985; Norton et al., 2010)
  • Willful/compulsory activity
The last point serves to highlight the difference between physical activity and exercise. According to Taylor (1983), while there are many similarities between physical activity and exercise, there is one crucial difference outlined in the graph above.
]]> 2019-02-06 08:51:38 UTC https://padlet.com/115528487/HRPF/wish/328146300 Policy 115528487 https://padlet.com/115528487/HRPF/wish/328146401 A number of policy documents facilitate and encourage the teaching of health-related physical fitness to post-primary groups.

Junior Cycle Physical Education Specification (DES, 2018a)
A Framework for Improved Health and Wellbeing 2013-2025 (Healthy Ireland, 2013)
Framework for Junior Cycle (DES, 2015)
Wellbeing Policy Statement and Framework for Practice (DES, 2018b)]]> 2019-02-06 08:52:04 UTC https://padlet.com/115528487/HRPF/wish/328146401 [all references hyperlinked] 115528487 https://padlet.com/115528487/HRPF/wish/328152185
  • Abdullah, A., Peeters, A., de Courten, M., & Stoelwinder, J. (2010). The magnitude of association between overweight and obesity and the risk of diabetes: A meta-analysis of prospective cohort studies. Diabetes Research and Clinical Practice, 89(3), 309-319
  • Bradley, J., Keane, F., & Crawford, S. (2013). School sport and academic achievement.Journal of School Health, 83(1), 8-13.
  • Chambers, F. C., Jones, A., Murphy, O. Sandeford, R. (2019). Design Thinking for Digital Well-being: Theory and Practice for Educators. London: Routledge.
  • Dweck, C. (2006). Mindset: The new psychology of success. New York. 
  • Dwyer, T., Sallis, J. F., Blizzard, L., Lazarus, R., & Dean, K. (2001). Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science, 13(3), 225-237.
  • Faigenbaum, A. D., Kraemer, W. J., Blimkie, C. J. R., Jeffreys, I., Micheli, L. J., Nitka, M., & Rowland, T. W. (2009). Youth resistance training: Updated position statement paper from the national strength and conditioning association. Journal of Strength and Conditioning Research, 23 Suppl 5(5 Suppl), S60-S79. 
  • Floridi, L. (2015) The Online Manifesto: Being human in a hyperconnected era. Oxford: Springer
  • Glass, D. J. (2005). Skeletal muscle hypertrophy and atrophy signaling pathways. The International J of Biochemistry and Cell Biology. 
  • Haught-Tromp, C. (2016, April 14). The Green Eggs and Ham Hypothesis: How Constraints Facilitate Creativity. Psychology of Aesthetics, Creativity, and the Arts. 
  • Mack, G. (2001). Mind gym: An athlete’s guide to inner excellence. New York: McGraw-Hill.
  • Malina, R. (2010). Physical Activity and Fitness: Pathways From Childhood
  • to Adulthood. American J of Human Biology, 13. pp162-172.
  • Melo, C. L., Silva, M. (2014) Obesity and lung function: A systematic review. Einstein.
  • Norton, K., Norton, L., Sadgrove, D. (2010).  Position statement on physical activity and exercise intensity terminology. Journal of science and medicine in sport.
  • O'Brien, W. Issartel, J., Belton, S. (2018).  Relationship between Physical Activity, Screen Time and Weight Status among Young Adolescents. Sports, 6(3), 1-11.
  • Stephens, T., Jacobs, R. (1985).  A Descriptive Epidemiology of Leisure-Time Physical Activity. Public Health Reports, 100, 2, pp147-162.
  • Taylor, H. L. (1983). Physical activity: Is it still a risk factor? Preventive medicine, 12(1), pp20-24.
  • The Northern Ireland Curriculum. (2010). Assessment for Learning: A practical guide. Belfast: CCEA.
  • Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. The International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10-10.
  • Whitlock, G., Lewington, S., Sherliker, P., Clarke, R., Emberson, J., Halsey, J., . . . Prospective Studies Collaboration. (2009). Body-mass index and cause-specific mortality in 900 000 adults: Collaborative analyses of 57 prospective studies. Lancet (London, England), 373(9669), 1083
    • ]]>     2019-02-06 09:14:09 UTC https://padlet.com/115528487/HRPF/wish/328152185     115528487 https://padlet.com/115528487/HRPF/wish/328160281 2019-02-06 09:44:09 UTC https://padlet.com/115528487/HRPF/wish/328160281 Physical fitness 115528487 https://padlet.com/115528487/HRPF/wish/328160412 To be healthy is often synonymous and operationalised in the context of physical fitness (Malina, 2001). Throughout the literature there are various ways of categorising physical fitness:
    • Performance-related physical fitness
    • Health-related physical fitness
    • Skill-related physical fitness 
    While initially there was more of a focus on performance-related fitness, the more contemporary focus has been on promoting health-related components of physical fitness (Malina, 2001). That is not to say that other branches of physical fitness contribute towards physical health. O'Brien et al. (2018) showed the positive correlation between fundamental movement skill (FMS) proficiency and weight status, deducing that limited FMS ability limits participation in physical activity and exercise throughout adolescence and into adulthood. However in terms of the general population, focusing on the five components of health-related physical fitness has the most directly observable benefits in terms of long-term physical health.
    ]]>     2019-02-06 09:44:36 UTC https://padlet.com/115528487/HRPF/wish/328160412     Components of health-related physical fitness 115528487 https://padlet.com/115528487/HRPF/wish/328166789 (Caspersen et al., 1985; Malina, 2001)]]> 2019-02-06 10:04:40 UTC https://padlet.com/115528487/HRPF/wish/328166789 Relevance today 115528487 https://padlet.com/115528487/HRPF/wish/328167497 Educating students today about the importance of health and HRPF is more important than ever. The HSE (2018) have shown the levels of obesity in Ireland have steadied in terms of growth in the last number of years among youth but the country could still have one one of the highest obesity rates in Europe by 2030. This scheme also aims to develop students' FMS proficiency, something O'Brien et al (2018) have shown has direct correlations to physical activity levels and participation in sport.

    All in all, this scheme will hopefully give each student the tools to become more physically fit by motivating them, educating them and highlighting how important the long-term effects of being fit and healthy are.]]>     2019-02-06 10:07:01 UTC https://padlet.com/115528487/HRPF/wish/328167497     115528487 https://padlet.com/115528487/HRPF/wish/329202313 2019-02-08 14:19:58 UTC https://padlet.com/115528487/HRPF/wish/329202313 Lesson plan 115528487 https://padlet.com/115528487/HRPF/wish/329787759 2019-02-11 10:30:53 UTC https://padlet.com/115528487/HRPF/wish/329787759 Lesson plan 115528487 https://padlet.com/115528487/HRPF/wish/329787879 2019-02-11 10:31:18 UTC https://padlet.com/115528487/HRPF/wish/329787879 ICT and Digital Wellbeing with Class Brian 115528487 https://padlet.com/115528487/HRPF/wish/329919772 With this Class I will try to expose them as much as possible to ICT. This is somewhat difficult during the scheme as phone use is forbidden across the school. Some classes will use tablets - this will be an effective way of showing technique using the app SloPro. However it will also be a way to highlight for students the importance of data protection. Each laptop is linked to a Google Drive account, where every video is saved. Students will be made aware of how this can be accessed and to be aware of its use.

    Furthermore, the use of the app MyFitnessPal will be another way of promoting students taking control of their own health-related physical fitness. This app allows students to find out what is in the food they are eating and how their nutritional intake looks on an average day. While students will not be able to access the app in school, they will be given homework as such to make out meal plans, track their exercise for a weak, ultimately with the goal of being responsible for their health.]]>     2019-02-11 15:43:51 UTC https://padlet.com/115528487/HRPF/wish/329919772     115528487 https://padlet.com/115528487/HRPF/wish/329927965 2019-02-11 15:54:55 UTC https://padlet.com/115528487/HRPF/wish/329927965 115528487 https://padlet.com/115528487/HRPF/wish/329929665 2019-02-11 15:57:22 UTC https://padlet.com/115528487/HRPF/wish/329929665 What are JC Key Skills? 115528487 https://padlet.com/115528487/HRPF/wish/329932897 2019-02-11 16:01:54 UTC https://padlet.com/115528487/HRPF/wish/329932897 115528487 https://padlet.com/115528487/HRPF/wish/330357328 2019-02-12 14:53:11 UTC https://padlet.com/115528487/HRPF/wish/330357328 115528487 https://padlet.com/115528487/HRPF/wish/330359809 2019-02-12 14:57:19 UTC https://padlet.com/115528487/HRPF/wish/330359809 115528487 https://padlet.com/115528487/HRPF/wish/330361541 2019-02-12 14:59:59 UTC https://padlet.com/115528487/HRPF/wish/330361541 SMART goals 115528487 https://padlet.com/115528487/HRPF/wish/330367407 2019-02-12 15:08:51 UTC https://padlet.com/115528487/HRPF/wish/330367407 Push-up technique 115528487 https://padlet.com/115528487/HRPF/wish/330383381 2019-02-12 15:34:15 UTC https://padlet.com/115528487/HRPF/wish/330383381 Sit-up technique 115528487 https://padlet.com/115528487/HRPF/wish/330384159 2019-02-12 15:35:36 UTC https://padlet.com/115528487/HRPF/wish/330384159 115528487 https://padlet.com/115528487/HRPF/wish/330391776 2019-02-12 15:47:13 UTC https://padlet.com/115528487/HRPF/wish/330391776 115528487 https://padlet.com/115528487/HRPF/wish/330394360 2019-02-12 15:51:19 UTC https://padlet.com/115528487/HRPF/wish/330394360 115528487 https://padlet.com/115528487/HRPF/wish/330394616 2019-02-12 15:51:44 UTC https://padlet.com/115528487/HRPF/wish/330394616 CCS athlete goes viral! 115528487 https://padlet.com/115528487/HRPF/wish/330397631 Alannah Neff, former Carrigaline Community School student, showing incredible resilience and cardiovascular endurance in a dramatic recovery to win Senior 1500m All-Ireland gold.]]> 2019-02-12 15:56:28 UTC https://padlet.com/115528487/HRPF/wish/330397631 Beep test norms 115528487 https://padlet.com/115528487/HRPF/wish/330399118 2019-02-12 15:58:49 UTC https://padlet.com/115528487/HRPF/wish/330399118 Difference between isotonic and isometric movement 115528487 https://padlet.com/115528487/HRPF/wish/330401139 Both forms of muscle contraction contribute to muscular strength development. However, they are different in that they challenge the muscles in different ways.

    Someone who is a powerlifter may perform well in a isotonic exercise, whereas someone who practice Jiu-Jitsu, predominantly using grappling movements, may perform better in a isometric exercise.]]>     2019-02-12 16:01:56 UTC https://padlet.com/115528487/HRPF/wish/330401139     How do we build muscle? 115528487 https://padlet.com/115528487/HRPF/wish/330401690 Muscle hypertrophy is defined as an increase in muscle mass, which in the adult animal comes as a result of an increase in the size, as opposed to the number, of pre-existing skeletal muscle fibers (Glass, 2005).]]> 2019-02-12 16:02:50 UTC https://padlet.com/115528487/HRPF/wish/330401690 Kraemer et al., 1995 115528487 https://padlet.com/115528487/HRPF/wish/330405925 Research paper that outlines the different somatic effects of training for muscular strength versus muscular endurance]]> 2019-02-12 16:10:18 UTC https://padlet.com/115528487/HRPF/wish/330405925 Lesson plan 115528487 https://padlet.com/115528487/HRPF/wish/330424803 2019-02-12 16:40:39 UTC https://padlet.com/115528487/HRPF/wish/330424803 Dice game 115528487 https://padlet.com/115528487/HRPF/wish/330441183 This game allows students to roll the dice to design their own stretching program]]> 2019-02-12 17:06:17 UTC https://padlet.com/115528487/HRPF/wish/330441183 Flexibility program design 115528487 https://padlet.com/115528487/HRPF/wish/330441731 N.B. : Students are asked having presented their programs whether or not they thought it was a good stretching program, based on order of exercises, mixture of dynamic and static stretches and muscles stretched. They are then asked how you would adapt it to make the optimal stretching routine given, and what other variables should be considered in designing programs. ]]> 2019-02-12 17:07:12 UTC https://padlet.com/115528487/HRPF/wish/330441731 Video highlighting FITT principles of training program design 115528487 https://padlet.com/115528487/HRPF/wish/330444565
  • Frequency
  • Intensity
  • Time
  • Type
    • ]]>     2019-02-12 17:11:53 UTC https://padlet.com/115528487/HRPF/wish/330444565     Food pyramid 115528487 https://padlet.com/115528487/HRPF/wish/330446034 2019-02-12 17:14:11 UTC https://padlet.com/115528487/HRPF/wish/330446034 Problems with BMI? 115528487 https://padlet.com/115528487/HRPF/wish/330446775 BMI was once the gold standard in detecting obesity. However such a simple measure cannot account for the various somatic factors that govern overall physical health. Equally, someone who is very physically fit may be deemed obese despite having very low body fat percentages due to the level of muscle in the body.]]> 2019-02-12 17:15:21 UTC https://padlet.com/115528487/HRPF/wish/330446775 Calculating BMI 115528487 https://padlet.com/115528487/HRPF/wish/330447800 2019-02-12 17:16:55 UTC https://padlet.com/115528487/HRPF/wish/330447800 115528487 https://padlet.com/115528487/HRPF/wish/330448972 2019-02-12 17:18:55 UTC https://padlet.com/115528487/HRPF/wish/330448972 115528487 https://padlet.com/115528487/HRPF/wish/330449573 [one class divided into two columns for clarity]]]> 2019-02-12 17:19:50 UTC https://padlet.com/115528487/HRPF/wish/330449573 Importance of setting goals 115528487 https://padlet.com/115528487/HRPF/wish/330450629 From this presentation we can see the importance of setting action based, rather than outcome goals (Mack, 2001)]]> 2019-02-12 17:21:36 UTC https://padlet.com/115528487/HRPF/wish/330450629 Lesson plan 115528487 https://padlet.com/115528487/HRPF/wish/330458952 2019-02-12 17:35:58 UTC https://padlet.com/115528487/HRPF/wish/330458952 115528487 https://padlet.com/115528487/HRPF/wish/330537839 2019-02-12 19:53:03 UTC https://padlet.com/115528487/HRPF/wish/330537839 115528487 https://padlet.com/115528487/HRPF/wish/330740129 Video highlights the effects of acute and chronic physical activity participation on physical and mental wellbeing.]]> 2019-02-13 10:49:45 UTC https://padlet.com/115528487/HRPF/wish/330740129 115528487 https://padlet.com/115528487/HRPF/wish/331073248 Why am I teaching this scheme to Class Brian?
    [original clip made using Powtoon]]]>     2019-02-13 22:23:28 UTC https://padlet.com/115528487/HRPF/wish/331073248