LESSON PLAN

Subject/Grade: PE10/20 Topic: Acute Variables Date: Dec 7, 2023 Teacher: M. Larocque
# of Students: 38 Unit: Weight Training Period: 1 Lesson: 2/6
School: Crescent Heights Other: NA Class Length: 90 Mins Location: Weight Room
Equipment: Pencils (40), Dry Erase Marker, Student Workbooks, Dumbbells, Barbells, Clips, Machines.
Set-Up: Write principles, acute variables, learning activity 1 workout, and learning activity 2 workout on
whiteboard.
General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Goal Setting/ Active Living

Specific Basic Skills Application of Functional Body Well- Communi- Personal In the
Outcomes Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community
A10-3 A10-13 A10-2 C10-3 C10-5 D10-1 D10-3
A20-3 A20-13 A20-2 C20-3 C20-5 D20-1 D20-3
A10-3 C10-6 D10-2
A20-3 C20-6 D20-2

Lesson Focus: Acute Variables of Training, Responses to Exercise, Progression/Regression of Exercises, &
Full Body Workout.

Lesson Objectives (SWBAT):

1. Students will be able to understand how manipulating the acute variables of strength training impact
the body’s response to exercise. (Cognitive).
2. Students will be able to maintain proper technique and make safe and appropriate choices in the
fitness center when selecting the proper load for an exercise. (Psychomotor).
3. Students will be able to demonstrate proper etiquette and respect towards their peers by
encouraging them during the workout, spotting when appropriate, and putting away equipment after use.
(Affective).

Plan for Differentiation:

Task Presentation:
- Exercises will be demonstrated with a series of visual and verbal cues to help all types of learners understand.
Ability to Perform Tasks:
- Each task will have several options of varied difficulty so that students’ strength does not impact their ability to perform an
exercise with proper technique.
- Squats and split squats can be completed with bodyweight-only, TRX-assistance, partner-assistance, or dumbbells.
- Push-ups can be completed with band assistance, bodyweight, or band resistance.
- Wall sits can be manipulated by altering the range of motion at the knee. Less knee bend will be less difficult.
- Planks can be manipulated by altering lever length (i.e., off the knees or off the toes).
- If any of those modifications is not sufficient, the student can focus on the eccentric-only component of the exercise for the
assessment, as they will be stronger in that phase of the exercise.
Injury or Physical Disability:
- Students with lower body injuries or physical disabilities who are unable to withstand running/impact can perform the initial
part of the warm-up on an exercise bike. If they cannot tolerate an exercise bike, they can perform an upper body band warm-
up to raise their heart rate and activate the upper body.
- Students with lower body injuries or physical disabilities affecting the lower body can perform additional upper body or core
exercises or substitute other lower body exercises which do not impact the affected limb. If only one leg is affected, they can
perform single-leg variations.
- Students with upper body injuries or physical disabilities affecting the upper body can perform additional lower body or core
exercises or substitute other upper body exercises which do not impact the affected limb. If only one limb is affected, they can
perform single-arm variations.
 Time Teaching Activities – Movement Tasks Teaching Cues/
Assessment for
Learning
0-10 Students get changed, meet in weight room, and grab workbooks. NA

10-15 Attendance Check for understanding

Review yesterday’s lesson.

15-22 Discuss principles of weight training. NA

- SAID Principle: Actions must match goals
- FITT Principle: Frequency, intensity, type, time
- Volume: Sets x Reps x Number of exercises.

- Progressive Overload
- Individuality
- Specificity
- Reversibility
- Diminishing Returns

Acute Variables of Training:

Introduction

- Reps: The number of times an exercise is performed before taking rest.

- Sets: A series of repetitions separated by rest periods.
- Tempo: The speed at which an exercise is performed (e.g. 2-0-1-0).
- 2: The duration of the lengthening part of an exercise.
- 0: The duration of the pause at the bottom of an exercise.
- 1: The duration of the shortening part of an exercise.
- 0: The duration of the pause at the top of an exercise.
- Rest: The duration of rest after an exercise, superset, or circuit.
- RPE: Rating of perceived exertion (e.g. difficulty) between 1-10.
- RIR: Reps in reserve after a set which corresponds to RPE (e.g. RPE of 7 would
yield 3 RIR, 8 would yield 2 RIR, etc.).

Remind students how to choose the correct weight for an exercise (maintain form,
tempo, and reps).

Explain how to read workouts on the board.

22-27 Spot warm-up. Effort

Correct Technique
3 x (10 Jumping Jacks + 5 Squats + 5 Push-Ups)
2 x (10 Seal Jacks + 5 Split Squats / Side)
27-45 Learning Activity #1 Effort
For this activity, students will perform either a bodyweight or dumbbell goblet squat Correct Technique
with varied acute variables. All students will perform the exercises together at the same Following Tempo
time, following the same tempo. Between sets, the teacher will explain how altering Choosing Correct Load
these variables will change the body’s response.

Muscular Endurance
- 1 Set of 20, Bodyweight, 2020 Tempo, 1 Min Rest

Muscle Growth (Hypertrophy)

- 1 Set of 8, Load RIR 3-4, 3110 Tempo, 2-3 Min Rest

Power (Speed Squat)

- 1 Set of 5, Same Load as Muscle Growth, 1010 Tempo, 2-3 Min Rest

Strength
1 Set of 5, Load RIR 2-3, 2010 Tempo, 2-3 Min Rest
45-80 Learning Activity #2 Effort
In the second learning activity, students will use the knowledge gained from learning Correct Technique
 B activity 1 to follow a full-body workout. Students will be given a template for a workout Following Tempo
o with three options (main option, one regression, and one progression) for each Choosing Correct Load
movement.
d
y The workout will contain a muscular endurance component (high repetitions/duration
and low rest), hypertrophy component (moderate repetitions with moderate rest), and a
strength/power component (lower reps with moderate rest) so that students can get a feel
for the different types of training.

-The teacher will review the workout on the whiteboard and demonstrate each of the
exercises involved in the workout (5-minutes). Students will remain in their partners that
they chose during lesson 1 and perform the workout using the variations that they feel
would work best for them.

Type Exercise Sets Reps Tempo

Power 1) Bodyweight Vertical Jump
1) Dumbbell Squat Jump 4 5 1010
1) Dumbbell Low Pull

Strength 2) Push-Up
2) Dumbbell Bench Press 4 6 2010
2) Barbell Bench Press

Hypertrophy 3) Assisted Split Squat

3) Bodyweight Split Squat 4 8 / side 3110
3) Dumbbell Split Squat

Muscular 4A) Lat-Pulldown

Endurance 4A) Seated Cable Row 12-20 2020
4A) Pull-Up 3

4B) Plank 60-120s Static

80-85 Students clean up gym and put away equipment. NA

Conclusion

Remind students there is no class tomorrow.

85-90 Students leave and get changed. NA

Assessment
- Participation/Effort (PE):
- Performing workouts, cleaning up equipment, goal setting task, writing your own workout task.
- Cooperation, Leadership, Attitude, Sportsmanship (CLAS):
- Encouraging others, spotting, sharing equipment, counting reps/tempo and coaching partner/group.
- Acquisition of Skill (ASK):
- Acquiring and maintaining proper technique throughout the module.

General Safety Considerations (please refer to Safety Guidelines):

Free Weights
Grades 10 – 12: Students should be well supervised to ensure that proper technique is followed.

Instructional Considerations:
 When dealing with free weights, students must be instructed in the proper lifting techniques, safety procedures, and program
progressions that are reflective of the student’s weight, skill and age.
 A general strengthening program should address all major muscle groups and exercise through the complete range of motion.
 Specific strength training exercises should be learned initially with no load (resistance). Once the exercise skill has been
 mastered, incremental loads can be added.
 Student workouts should be with a partner.
 A buddy system must be used when lifting free weights over the body.

Equipment/Facilities
 All equipment should be cleaned after use.
 Weight room should be locked when unsupervised.
 Floor below free weight activities should provide sufficient traction, so weights do not slide or roll.
 Weights and equipment not in use should be stored on appropriate racks and in such a way that they do not present a safety
hazard.
 Suitable clothing and footwear should be worn, e.g., workout clothing and runners.

Reflection/Follow-Up:
 Were students safe?
 Did students maintain proper technique?
 Did students select the proper weight for exercises?
 Are students enjoying the lesson?
 Are any students having difficulty with specific exercises?