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FITNESS TRAINING (Circuit)
Area of activity
Students should be taught:
• how preparation, training and fitness relate to and affect performance
• how to design and carry out activity and training programmes that have specific
purposes
• the importance of exercise and activity to personal, social and mental wellbeing
• how to monitor and develop their own training, exercise and activity programmes in and
out of school.
Students should be aware of and able to perform two of the following types of training:
• circuit training
• resistance training (free/fixed weights)
• exercise to music (step/aerobics/aqua aerobics)
• continuous training (running/cycling/swimming).
Students must also be:
• aware of all safety procedures concerned with each type of training
• familiar with a variety of tests used to measure individual performance in the above
fitness areas for example 12 min run, Harvard Step Test, Sit and Reach SBJ, Sargeant Jump,
etc
• familiar with simple monitoring procedures to record levels of performance in the above
activities for example timing/measuring distances, recovery rate
• able to answer/devise a questionnaire concerning feelings, mood, outlook on life and
attitude to being active.
Application of knowledge
Students should:
• establish their current levels of personal fitness
• plan a PEP using at least two of the stated types of training to improve their current level
of fitness
• monitor and record their programme
• evaluate their results and make suggestions for the next six-week programme.
9/10
Has an excellent fitness level, which will be demonstrated in working at an
excellent level of intensity (eg at the high end of their target zone) and
technique throughout the training session (this may be most noticeable on the
final circuit). Knows what exercises to include, in which order, and understands
why,
how to calculate the number of repetitions or time for each exercise, and the
number of circuits they should perform. May be able to set up their circuit
using music to motivate them. Has a very good working knowledge of the
muscles, joints and joint actions used in the exercises and know how they
work.
Researched and planned their PEP needing little guidance. Shows a clear
understanding of, and apply the principles of training. Knows how to take pulse
rates accurately and knows and understands the importance and significance
of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in
terms of training effects and fitness levels. Able to use this knowledge in
testing, measuring and evaluating their programme. The plan is clearly set out
and the candidate may have devised their own templates or used
prepared templates for setting out, monitoring, recording and evaluating their
programme. Has a clear understanding of and very capable of working safely.
Plans and carries out an appropriate warm-up, main activity and cool-down for
each training session they perform. Very capable of supporting the teacher in
leading a warm-up and preparing and setting out any equipment for the
training session, for example the equipment needed for the exercise stations
and using the heart rate monitors if available, and storing after use. Monitors,
records and evaluate each training session, makes detailed notes and provides
a more detailed critical evaluation of their overall PEP. Shows and applies their
knowledge in explaining how their whole programme has worked and should
progress and fitness levels improve using appropriate principles and methods
of training.
7/8
Has a very good fitness level, which will be demonstrated by working at a very
high intensity level (eg working towards the high end of their target zone) and
show very good technique throughout the training session. Knows what
exercises to include, in which order and understand why, how to calculate the
number of repetitions or time for each exercise, and number of circuits they
should perform. May be able to set up their circuit using music to help them.
Has a good knowledge of the muscles, joints and joint actions used in the
exercises and know how they work. Can produce a plan for their PEP and
demonstrate an understanding of the principles of training and use them in
their programme. Knows how to take pulse rates and knows and understand
the importance and significance of resting heart (pulse) rate, working heart
(pulse) rate and recovery rates in terms of training effects and fitness levels.
Able to use this knowledge in testing, measuring and evaluating their
programme. The plan is clearly set out and the student may have devised their
own or used prepared templates for setting out, monitoring, recording and
evaluating their programme. Has a very good knowledge of working safely and
plan and carry out and apply this in an appropriate warm-up, main activity and
cool-down for each training session they perform. May be capable of
supporting the teacher in leading a warm-up and preparing and setting out any
equipment for the training session, for example the equipment needed for the
exercise stations and using the heart rate monitors if available, and storing
after use. Monitors, records and briefly evaluates each training session and
makes useful notes and their overall PEP has a detailed evaluation with clear
and relevant suggestions to develop their training programme over a further
period of time using appropriate principles and methods of training.