UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

Teachers: Kevin Guereque Date: 02/25/20

Grade Level: 9th, 10th, 11th Time: 10:16
Activities: Conditioning Number of Students: 35
Equipment: Flags, Cones, Agility Ladders, Jump ropes, Box steps
Equipment provided by me: QR Codes, Music
Facility: Football Field, Bleachers

OBJECTIVES (2-3 per domain): Aerobic/Anaerobic Activities

Psychomotor:
1. Students will be able to perform dynamic exercises using correct form
2. Students will be able to perform non-manipulative movements within aerobic and
anaerobic exercises

Cognitive:
1. Students will be able to determine how kinetics and kinematics relates to physical
activity
2. Students will be able to identify the critical steps in performing each anaerobic
and aerobic exercise.

Affective:
1. Students will accept and respect the skill level of their fellow classmates
2. Students will encourage one another during all the activities

TEKS:
116.54. (1) A: exhibit a level of competency in two or more aerobic activities that may
include jogging and step aerobics.
116.54. (2) B: describe appropriate practices and procedures to improve skill and strategy
in an activity.
116.52. (1) A: apply physiological principles related to exercise and training such as
warm-up/cool down, overload, frequency, intensity, specificity, or progression.

National Standards:
(S1.H3. L2) Demonstrates competency in 2 or more specialized skills in health-related
fitness activities.

(S4. H3. L2). Assumes a leadership role (e.g., task or group leader, referee, coach) in a
physical activity setting.

(S3. H9. L1) Identifies types of strength exercises (isometric, concentric, eccentric) and
stretching exercises (static, proprioceptive neuromuscular facilitation(PNF), dynamic) for
personal fitness development (e.g., strength, endurance, range of motion).

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Students will perform 3 dynamic stretching in their designated warm up lines. Students
will perform Carioca, high knees, and standing side crunches individually at end line of
gym to ending point and to back to the spot in which the line started.

Skill building: Students will perform the exercises demonstrated by the instructor
following verbal and visual cues individually and then in a relay format in groups of 4.
Students will perform sprints, jump rope, and step up aerobics.

Skill application (Exercises Scavenger Hunt): Students will assigned into groups of 5 to 6
with a team color (flags). Groups will be given 5 different popsicle sticks to turn in
following completion of each station. Groups will begin at one station and use one
mobile device to read QR code and the description of each exercise to complete.
Following completion of one station, one student will return back with designated
popsicle stick to show instructor they’re ready to move on. Students will perform upper
body and lower body exercises integrated with core exercises at each station. First team
to complete all stations wins the activity.

1. Task Analysis

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Safety; includes 2. Teaching

Transitions cues/Refinement
10:16 SET Induction/HOOK START SIGNAL:
- Aerobics: Did you know all it One whistle
10:18 takes is 150 minutes per week of
physical activity to maintain a
healthy lifestyle? STOP SIGNALS
Multiple whistles
Attention Getter:
How will you gain students’
attention? *Rhythmic whistle* 1, Transition 1:
2, 3 eyes on me”. Students will form
designated warm
ORIENTATION up lines on track. CUES:
This lesson is designed to Carioca: Cross leg
familiarize and teach students over leg laterally
aerobic activities that utilize SAFETY: High knees: Touch
little to no equipment that can be Give classmate in knee to chest
done anywhere to improve front and back Standing side
cardiovascular endurance, also space to perform crunches: Rotate leg
while introducing biomechanics exercises to avoid out
topics such as kinematics and contact. Be aware Elbow to knee
kinetics as it relates to of incline steps on
aerobic/anaerobic activities. bleachers. Refinement:
Stretch till the endpoint
10:19 Warm Up: Students will perform Possible Student Correct form used
- dynamic stretching in warm up Clarification Wait for classmate to
10:22 lines using 3 exercises, the first Needed move ahead
one is Carioca, which is lateral What part of the
movement crossing feet over one activity might need
another. The second stretch is more explanation/
high knees, alternating legs from more
knee to chest at a fast pace. The clarification?
third stretch is standing
crunches, outer rotating leg Modifications
meeting elbow with knee. This Students with
warm up is intended to avoid physical
injury as students will perform disabilities may
dynamic movements that will perform the
engage lower body exercises. exercises to the
capacity in which
their body allows
them to. Students
with cognitive
disabilities may be
assisted by
classmate.
10:23 LESSON FOCUS/SKILL Transition 2:
- BUILDING ACTIVITY Students will

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10:38 Instructor will demonstrate spread out to form

aerobic exercises and the skills circle around
need to perform them correctly. instructor in
Students will observe the middle of football
instructor and perform exercises field to observe CUES:
using the correct cues given by demonstrations. Sprints: Arms at a 90
instructor. Students will perform degree angle,
the skills needed for the aerobic SAFETY: appropriate length of
exercises within a group in a Be aware of stride,
relay type format. Students will surroundings and Jumping rope: Rotate
be in groups of 4. The first using equipment wrists, remain on balls
student will sprint 15 yards and with classmates in of feet
high-five next classmate, he/she close vicinity. Step ups: Head up,
will perform 10 repetitions on chest up, full body lean,
the jump ropes. Student will then remain on balls of feet.
sprint 15 yards high five next
team mate who will perform 16
total scissor kicks on step up Refinement:
box. He/she will then sprint back Possible Student Complete all
15 yards to high five final Clarification repetitions
teammate who will finish by Steps needed to Wait for partner to
sprinting last 15 yards. perform jump complete exercise
rope; how before continuation
DIFFERENTIATION kinematics and Use correct
Students who lack the physical kinetics relate to form/technique
strength to perform jump ropes, aerobic/anaerobic
can begin by performing the exercises.
motion without using the rope.
Students who struggle with
cardiovascular endurance can Modifications
pace themselves during sprints Students with
and step up aerobics. I will use physical
verbal and visual cues to disabilities may
accommodate for different styles perform the TASK ANALYSIS:
of learning. exercises to the Students will be
capacity in which evaluated using
their body allows informal assessments
STUDENT EXPECTATIONS: them to. Students through observation
I expect for maximum with cognitive and providing
participation and inclusion for abilities may be appropriate feedback.
all students, I also expect for assisted by partner I’m looking for
every student to have an in group to students to perform
opportunity to be successful perform exercise. exercises to their best
while performing exercises ability and to use
during all activities while correct technique and
maintaining communication with form during all
their classmates. activities.

Psychomotor:
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UTEP PETE Learning Experience Template

Physically performing anaerobic

and aerobic exercises

Cognitive:
Determining the steps needed to
perform each exercise correctly.
Distinguishing which laws of
motion have the most effective
on the exercise.

Affective:
Collaborating and
communicating with classmates
to perform exercises correctly.
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinemen
t
SKILL APPLICATION Transition 3: CUES:
10:40 ACTIVITY Exercise scavenger Students will Sprints: Arms at a 90
- hunt: (Exercises Scavenger remain at center of degree angle,
10:53 Hunt): Students will assigned football field to be appropriate length of
into groups of 5 to 6 with a team placed into teams stride,
color (flags). Groups will be and sent to first Jumping rope: Rotate
given 5 different popsicle sticks station. wrists, remain on balls
to turn in following completion of feet
of each station. Groups will Step ups: Head up,
begin at one station and use one SAFETY: chest up, full body lean,
mobile device to read QR code Being aware of remain on balls of feet.
and the description of each equipment on
exercise to complete. Following ground. Give
completion of one station, one classmate enough Refinement:
student will return back with space to perform Complete all
designated popsicle stick to exercise. repetitions and
show instructor they’re ready to exercises
move on. Each station will have Turn in popsicle stick
a clue as to where the next Possible Student after completion of
station will be.Students will Clarification station
perform jump rope, sprints, and How to read QR Stay within assigned
step up aerobic exercises code and where to team
integrated with core exercises at go to after
each station. First team to completion of
complete all stations wins the station. TASK ANALYSIS:
activity. Students will be
evaluated using
DIFFERENTIATION: informal assessments
Students who lack the physical Modifications such as observation

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UTEP PETE Learning Experience Template

strength to perform jump ropes, Students with and providing

can begin by performing the physical immediate and positive
motion without using the rope. disabilities may feedback in regards to
Students who struggle with perform the performance. I’m
cardiovascular endurance can exercises to the looking for students to
pace themselves during sprints capacity in which perform exercises to
and step up aerobics. I will use their body allows the best of their ability
verbal and visual cues to them to. Students without allowing for
accommodate for different styles with cognitive the use of incorrect
of learning. abilities may be technique. Students
assisted by partner must use correct and
STUDENT EXPECTATIONS: in group to technique as
I expect for maximum perform exercise.. demonstrated by
participation and inclusion for instructor.
all students, I also expect for
every student to have an
opportunity to be successful Transition 4:
while performing exercises Students are
during all activities while returning to
maintaining communication middle of football
with their classmates. to conclude class.

Psychomotor:
Physically performing
anaerobic and aerobic exercises

Cognitive:
Determining the steps needed to
perform each exercise correctly.
Distinguishing which laws of
motion have the most effective
on the exercise.

Affective:
Collaborating and
communicating with teammates
to determine who has what role.

Debrief/Closing/Cool Down
(what, so what, now what):
10:53 Psychomotor: What are the steps
- needed to perform each exercise
10:56 correctly?

Cognitive: How can you

implement these
aerobic/anaerobic exercises
outside of P.E?

Affective:
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How can aerobic/anaerobic

exercises help benefit your
overall health moving forward?

Insight/Preview:
Next class we’ll introduce more
aerobic exercises that can be
found at local gyms or fitness
recreation centers around the
city.