UTEP PETE Learning Experience Template

University of Texas at El Paso

Teachers: Kevin Guereque Date: 02/24/20

th th th
Grade Level: 9 , 10 , 11 Time: 9:20-10:00 a.m.
Activities: Circuit Number of Students: 38
Equipment: Box steps, resistance bands, kettle bells, mats, ropes, cones, pull bar,
medicine ball.
Equipment provided by me: N/A
Facility: Wellness room

OBJECTIVES (2-3 per domain): Functional Training

Psychomotor:
1. Students will be able to perform dynamic movements in a variety of anaerobic
exercises.
2. Students will be able to measure heart rate from their carotid artery during and
after exercise using correct technique.

Cognitive:
1. Students will be able to identify the muscle groups utilized in each exercise.
2. Students will be able to determine their own HR in comparison to the target HR
zone during and after completion of the circuit
.
Affective:
1. Students will have created an inclusive environment with their classmates.
2. Students will have encouraged their peers during the duration of the circuit.

TEKS:
116.54 (1) B: consistently perform skills, strategies, and rules at a basic level of
competency.
116.54 (2) A: use internal and external information to modify movement during
performance
116.54 (2) D: identify correctly the critical elements for successful performance within
the context of the activity.

National Standards:
Standard 1: The physically literate individual demonstrates competency in a variety
of motor skills and pattern movement.

 Demonstrates competency in 2 or more specialized skills in health related fitness

activities.

Standard 3: The physically literate individual demonstrates the knowledge and

skills to achieve a health-enhancing level of physical activity and fitness.

 Demonstrates appropriate technique on resistance-training machines and with free

weights.36 (S3.H7.L1)
 Adjusts pacing to keep heart rate in the target zone, using available technology,
(e.g., heart rate monitor) to self monitor aerobic intensity.

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UTEP PETE Learning Experience Template

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Students will be placed with a partner across a cone, students will be in an athletic stance
and must touch on their person the specific muscle the instructor has called out. The
instructor will call out “cone”and one of the partners must grab it before the other, thus
improving students reaction time and hand eye coordination.

Students will be placed in groups of 5-6 students, each group placed one by one at a
designated station. Prior to beginning circuit, I will cover the exercises using visual and
verbal cues. Students will perform each of the 8 exercises for 30 seconds with 2 sets for
each. Students will measure their HR after the 4th exercise and after the completion of the
circuit to determine if they’ve reached the target HR zone. Students will perform
exercises assisted or non-assisted pull ups, inch worms, box jumps, sit ups, deadlifts with
kettle bell, mountain climbers, upright rows with resistance bands, and battle ropes at the
pace of the timer on the TV screen.

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UTEP PETE Learning Experience Template

Time Content Development Management and 1. Task Analysis

Safety; includes 2. Teaching
Transitions cues/Refinement
2:32- SET Induction/HOOK START SIGNAL:
2:33 Discuss the benefits of the “Hands ready,
p.m. exercises to be completed and athletic stance”.
how they related to their
everyday lives. STOP SIGNALS
“Cone on the
Attention Getter: ground, eyes on
HIIT training is the most me.”
efficient form of cardio, after
completion of circuit you’re
still burning calories.
Transition 1: CUES:
ORIENTATION Students will form Palpate muscle
2:34- Give a good description of their designated Hands ready
2:36 lesson orientation. This is the warm up lines in Athletic stance
p.m. main purpose of your lesson. hallway. Knees bent
We will incorporate exercises
that will help you improve Refinement:
your ability to perform daily 2 feet away from cone
exercises more effectively SAFETY: No kicking cone
using HIIT training to Avoid hitting Grab with one hand
improve cardiovascular partner next to
endurance, muscular you and in front of
strength, and muscular you or throwing
endurance. cone.
2:37-
2:42 WARM-UP(includes purpose) Possible Student
p.m. Students will pair up and Clarification
stand on both sides of cone in Needed
an athletic stance. Students What part of the
will listen to the instructor as activity might need
the specific muscles are more explanation/
called out (biceps, triceps, more
trapezius, gastrocnemius, clarification?
latissimus dorsi, quadriceps, Clarification of
hamstrings). Students must muscle locations,
recall their location quickly gastrocnemius
before the next one is called. (posterior part of
Students will continue until lower leg)
the instructor calls out obliques (lateral
“cone”, then one of the side of upper
partners will grab the cone as body).
quickly as possible. This
warm up will improve
reaction time, hand eye

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UTEP PETE Learning Experience Template

coordination, and knowledge

of specific muscles as they
will be used in the upcoming
circuit. Modifications
Explain
modifications for
any SPED students
Students may
remain in any
stance that their
body allows them
to be, students may
palate any muscle
in close proximity
to actual location.

Transition 2:
Where are
students moving to
or towards?
Students are
moving to
designated station
with assigned CUES:
group one at a List important cues for
2:42- time. activity; for each skill
3:01 LESSON FOCUS/SKILL
p.m. BUILDING ACTIVITY SAFETY: Pull ups: Drive chest
Students will be placed in Perform exercise upwards
groups of 5-6 students, each with enough space Sit ups: knees to chest
group placed one by one at a Do not swing Mountain climbers:
designated station. Prior to weights around knees to chest
beginning circuit, I will cover Place Battle ropes: Athletic
the exercises using visual and weights/kettle stance, alternate arms
verbal cues. Students will bells on floor, not Inch worms: Keep legs
perform each of the 8 thrown stationary
exercises for 30 seconds with Have partner Upright rows: Elbow
2 sets for each. Students will assist with don’t pass shoulders
measure their HR after the 4th resistance band Deadlifts: Hips
exercise and after the for assisted pull forward and knees do
completion of the circuit to ups not pass toes
determine if they’ve reached Look around Box jumps: Both legs
the target HR zone. Students before exercising simultaneously
will perform exercises
assisted or non-assisted pull Refinement:
ups, inch worms, box jumps, Stay moving through
sit ups, deadlifts with kettle the 30 seconds
bell, mountain climbers, Rotate clockwise
upright rows with resistance Quality over quantity
bands, and battle ropes at the Use appropriate weight
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UTEP PETE Learning Experience Template

pace of the timer on the TV

screen.

DIFFERENTIATION Possible Student

How would you anticipate Clarification
and respond to all diverse What part of the
learner? Provide alternatives activity might need
to each exercises, instead of more explanation/
pull ups, students will more
perform a shoulder press with clarification?
dumb bells to help improve Students will need
their upper body strength. clarification for
Students may perform the assisted pull
mountain climbers on an ups and how to
incline as opposed to place resistance
performing them on the band on foot prior
ground. Students may to pulling up.
perform crunches as opposed
to sit ups if they lack the
range of motion to perform it
correctly. Students may TASK ANALYSIS:
perform lat rows with a How will students be
resistance band if battle ropes Modifications evaluated on the tasks
impede ability to move. Explain they are doing?
Students may increase modifications for Students will be
difficulty by using no any SPED students evaluated visually and
resistance band for pull ups, be corrected using
increase weight on kettle bell Students with verbal and visual
for deadlift, use extra box physical feedback to correct
step for box jumps, use disabilties may their performance of
medicine ball for sit ups, use no weight for each exercise. I’m
increase resistance for pulling and looking for students to
upright rows, remove box pushing motions perform each exercise
step for mountain climbers, and only reach the correctly as
increase wave of motion range of motion demonstrated to their
using battle ropes, and hold their bodies allow best ability, to focus on
last phase of inch worms to them to perform. the quality of the
engage core longer. Students with exercise over quantity
intellectual of repetitions for each
STUDENT EXPECTATIONS: disabilities may exercise.
What are your expectations observe instructor
for the students during this as he/she perform
activity? I except for the step by step
students to perform exercises assistance to
through out the duration of follow along to
the time being given to their their best ability.
best ability, I expect for
students to keep a pace that
will allow for them to
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UTEP PETE Learning Experience Template

increase their heart rate but

not over exert themselves.

Psychomotor:
Activity requires student to
perform dynamic movements
within each station.

Cognitive:
Activity requires students to
determine and distinguish
what muscles are being
utilized and the steps needed
to be done to perform
exercises correctly. Activity
requires student to determine
their own HR rate and how it
relates to their physical well
being.

Affective:
Activity requires students to
work amongst their peers in
small groups to encourage
one another during circuit.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinemen
t

3:02- Debrief/Closing/Cool Down Transition 3:

3:05 (what, so what, now what): Where are students
p.m. Psychomotor: What muscles moving to or
were being utilized today and towards? Students
what are their purpose? Which will remain in
exercises focused on core, upper groups and
body, and lower body? stations to check
HR and discuss
Cognitive: their results,
Which exercise required more students will then
muscles to be utilized to move to locker
complete exercise? How is heart rooms to change.
rate determined, did you achieve
target HR zone, and from what
artery is HR best discovered?

Affective: Does this circuit give

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UTEP PETE Learning Experience Template

you the motivation and

knowledge needed to exercise
outside of class?

Insight/Preview:
Next class, we will incorporate
new exercises using an extra set
while decreasing rest time to
improve our cardiovascular
endurance and muscular
endurance.