Dance Lesson Plan
Name: Carlos Pena
Grade Level: 9th – 12th
Goals: To make dancing an overall aerobic activity outside of organized sports. Create a feeling of accomplishment in the class. Introduce students to different types of dance, music and culture.
Objectives:
P: Students will be able to perform both 8 counts learned in class, with minimal errors at the end of class.
C: Students will be able to describe/ demonstrate a step ball change when asked by the teacher.
A: Students will be able to give informational feedback to their classmates when they notice an error; team coaching allows for camaraderie.
Equipment: 8- 10 mirrors, Radio with MP3 player capability, Music.
Area: Space equivalent to half a regulation basketball court.
Safety: Always stretch and prepare for activity to prevent injury. If unsure about skill be sure to ask questions, always spot your turns and if not comfortable with skill take your time in performing them. Progress appropriately.
I. Warm up (10 minutes)
· Center Stretch
· Review terminology learned in previous lesson. Introduce turning and spotting techniques.
Grade Level: 9th – 12th
Goals: To make dancing an overall aerobic activity outside of organized sports. Create a feeling of accomplishment in the class. Introduce students to different types of dance, music and culture.
Objectives:
P: Students will be able to perform both 8 counts learned in class, with minimal errors at the end of class.
C: Students will be able to describe/ demonstrate a step ball change when asked by the teacher.
A: Students will be able to give informational feedback to their classmates when they notice an error; team coaching allows for camaraderie.
Equipment: 8- 10 mirrors, Radio with MP3 player capability, Music.
Area: Space equivalent to half a regulation basketball court.
Safety: Always stretch and prepare for activity to prevent injury. If unsure about skill be sure to ask questions, always spot your turns and if not comfortable with skill take your time in performing them. Progress appropriately.
I. Warm up (10 minutes)
· Center Stretch
· Review terminology learned in previous lesson. Introduce turning and spotting techniques.
| Talking Points reviewing past terminology, plie, passé, releve, Ron de jambe, passé jump, double passé jump.
Intro spotting with turns, the head moves and the body follows, focus on a spot on the wall. step ball change |
II. Main Activity (30 minutes)
· Introduce following 8 count to dance combination.
· Introduce terminology; soutenu, chaine, pirouette and spotting
· Reinforce dancers to be sure to spot their turns
· Introduce following 8 count to dance combination.
· Introduce terminology; soutenu, chaine, pirouette and spotting
· Reinforce dancers to be sure to spot their turns
| Talking Points Foot positioning important to transition to next
Cue step ball change, clean transitions Use spotting in technique Look in the mirror to see your errors. Same as above |
III. Closure (10 minutes)
· Split class in half, front half shows while the other watches; after front half finishes moves to the side, back half fills in and repeats the 8
count the front half performed. (repeat 2X)
· Center Stretch; incorporate previous terminology in stretch to refresh the memory of students.
· Split class in half, front half shows while the other watches; after front half finishes moves to the side, back half fills in and repeats the 8
count the front half performed. (repeat 2X)
· Center Stretch; incorporate previous terminology in stretch to refresh the memory of students.
| Talking Points Keep moving don’t stop moving even if you make a mistake. Go hard.
Review terminology |
Track and Field (800 meter to 1 Mile Lesson)
Carlos Pena
Chapter 7 - 800 meters to Mile
Focus: Middle distance Technique & Endurance
Date: Oct. 5 & 6th, 2010
Day/Time: Tuesday & Wednesday, 9:05
Location: Van Cortland Park, if poor weather: Draddy Gym
Time Frame: Two 55- minute class periods
Grade level: College Physical Education Teacher Preparation students
Students: 20
Equipment needed: 1 watch, 20 cones, flags (optional), and whistle
Space needed: 400 meter outdoor track (inside 3 lanes), 4 lanes of straightaway on track, approximately 50 meters long. If poor weather: 200 meter indoor track (inside three lanes), 5 lanes of straightaway on track approximately 35 meters.
Overview of Lesson:
Class will begin in Van Cortland Park outdoor track (Draddy Gymnasium indoor track if poor weather) promptly at 9:05 am on Tuesday and Wednesday with a brief introduction to middle distance races. Furthermore these lessons will encompass the physical, mental and emotional as well as the spiritual aspects of middle distance events which are integral parts of the preparation for the runner’s success. With that in mind, running etiquette, technique, and safety precautions will be addressed throughout the lesson. Following the introduction to middle distance, class will go through a pace run which will be a moderate to light warm up where the class is learning how to pace themselves which will relate to longer distances in regards to conserving energy during certain phases of event/s. Moreover, the class will then participate in a series of events where they focus will be drawn to the physical aspect and will work on technique. After technique is established the class will proceed to do a short fartlek series and the class will culminate with a timed mile. On Wednesday class will begin with a review of the previous day followed by a warm up of estimating the duration of the run. This will focus the group on the day’s task of pacing and proper form and technique (posture, arm and foot action, stride length). In this lesson students will be able to assess and understand the correlation of strength training and endurance training and the importance of having a clear and focused mind and connecting with oneself before, during and after the race.
Objectives:
I. Students will be able to differentiate the technical aspects between 800m and mile runs. (Cognitive)
II. Students will be able to describe and demonstrate proper running technique for both the 800m and mile runner (posture, stride length and cycle, arm action, foot action). (Cognitive and Psychomotor)
III. Students will be able to describe the 3 training philosophies of middle distance races which are the physical, the mental/emotional and the spiritual. (cognitive)
IV. Students will be able to help each other out during both days of class to help motivate and correct minor errors in each others technique. (Affective)
Tuesday Procedure
9:05 – 9:20 Warm-up
9:05 – 9:17 Pace running – Students will be instructed to run a mile at a12 minute pace, however they will not be allowed to use personal stop watches to keep track of the pace they are running. Furthermore as they come around at the quarter mile marks, the instructor will inform them of the pace that they are running. A goal, which the class should focus on during this run, is to finish the 12 minute mile together as a class. This will help the students understand how to pace themselves for future running which will incorporate energy conservation as well as help the group bond and work together as a unit/class.
Chapter 7 - 800 meters to Mile
Focus: Middle distance Technique & Endurance
Date: Oct. 5 & 6th, 2010
Day/Time: Tuesday & Wednesday, 9:05
Location: Van Cortland Park, if poor weather: Draddy Gym
Time Frame: Two 55- minute class periods
Grade level: College Physical Education Teacher Preparation students
Students: 20
Equipment needed: 1 watch, 20 cones, flags (optional), and whistle
Space needed: 400 meter outdoor track (inside 3 lanes), 4 lanes of straightaway on track, approximately 50 meters long. If poor weather: 200 meter indoor track (inside three lanes), 5 lanes of straightaway on track approximately 35 meters.
Overview of Lesson:
Class will begin in Van Cortland Park outdoor track (Draddy Gymnasium indoor track if poor weather) promptly at 9:05 am on Tuesday and Wednesday with a brief introduction to middle distance races. Furthermore these lessons will encompass the physical, mental and emotional as well as the spiritual aspects of middle distance events which are integral parts of the preparation for the runner’s success. With that in mind, running etiquette, technique, and safety precautions will be addressed throughout the lesson. Following the introduction to middle distance, class will go through a pace run which will be a moderate to light warm up where the class is learning how to pace themselves which will relate to longer distances in regards to conserving energy during certain phases of event/s. Moreover, the class will then participate in a series of events where they focus will be drawn to the physical aspect and will work on technique. After technique is established the class will proceed to do a short fartlek series and the class will culminate with a timed mile. On Wednesday class will begin with a review of the previous day followed by a warm up of estimating the duration of the run. This will focus the group on the day’s task of pacing and proper form and technique (posture, arm and foot action, stride length). In this lesson students will be able to assess and understand the correlation of strength training and endurance training and the importance of having a clear and focused mind and connecting with oneself before, during and after the race.
Objectives:
I. Students will be able to differentiate the technical aspects between 800m and mile runs. (Cognitive)
II. Students will be able to describe and demonstrate proper running technique for both the 800m and mile runner (posture, stride length and cycle, arm action, foot action). (Cognitive and Psychomotor)
III. Students will be able to describe the 3 training philosophies of middle distance races which are the physical, the mental/emotional and the spiritual. (cognitive)
IV. Students will be able to help each other out during both days of class to help motivate and correct minor errors in each others technique. (Affective)
Tuesday Procedure
9:05 – 9:20 Warm-up
9:05 – 9:17 Pace running – Students will be instructed to run a mile at a12 minute pace, however they will not be allowed to use personal stop watches to keep track of the pace they are running. Furthermore as they come around at the quarter mile marks, the instructor will inform them of the pace that they are running. A goal, which the class should focus on during this run, is to finish the 12 minute mile together as a class. This will help the students understand how to pace themselves for future running which will incorporate energy conservation as well as help the group bond and work together as a unit/class.
Distance and time for
Outdoor Track Laps (distance) 1 (400m) 2 (800) 3 (1200) 4 (mile) Distance and time for Indoor Track Laps (distance) 1 (200m) 2 (400m) 3 (600m) 4 (800m) 5 (1000m) 6 (1200m) 7 (1400m) 8 (mile) | Time (minutes) 3:00 6:00 9:00 12:00 Time (minutes) 1:30 3:00* 4:30 6:00* 7:30 9:00* 10:30 12:00* |
*denotes times to be shouted in an indoor track setting
9:17 – 9:22 During the recovery time from the run, the teacher will define middle distance. Additionally, the teacher will address the three philosophies of middle distance, which are the physical, mental and emotional aspects of the events. Also he/she will discuss facts of the events, the energy systems used during the different events, current world and American records for two disciplines, the 800m and mile (pp. 2-4)
§ Suggest class to do light stretching while still paying attention to instruction
Definition of middle distance (Poehlin, 2000; Carr 1999)
· Middle distances are track events that are longer than sprints (50m indoor to 400m) but shorter than and including the Mile run. A middle distance runner event has a mixture of speed, strength and endurance.
Facts of Middle Distances (usatf.org)
· Events that are included are 800m to mile and all the distances in between.
· The current world record holder in the men’s 800m is Kenyan David Rudisha with a time of 1:41.01 and for the women’s it is Czech Jarmila Kratochvílová with a time of 1:53.28
o The current American record holder in the men’s 800m is Johnny Gray with a time of 1:42.60 and for the women’s it is Jearl Miles-Clark with a
time of 1:56.40
· The current world record holder in the men’s Mile run is Moroccan Hicham El Guerrouj with a time of 3:43.13 and for the women’s it is Russian Svetlana Masterkova with a time of 4:12.56
o The current American record holder in the men’s Mile run is Alan Webb with a time of 3:46.91 and for the women’s it is Mary Slaney with a time
of 4:16.71
· An athlete who races middle distances must have a well developed aerobic and anaerobic energy system.
Use of Aerobic and Anaerobic energy systems for middle distance races
Understanding the energy demands of distance will also be important when choosing an event for the students. Know the type of demands that the body and mind must address is important when training. The following graph will help understand which energy systems are being used during particular events and how the athlete should train their body (refer to figure 1 on next page)
9:17 – 9:22 During the recovery time from the run, the teacher will define middle distance. Additionally, the teacher will address the three philosophies of middle distance, which are the physical, mental and emotional aspects of the events. Also he/she will discuss facts of the events, the energy systems used during the different events, current world and American records for two disciplines, the 800m and mile (pp. 2-4)
§ Suggest class to do light stretching while still paying attention to instruction
Definition of middle distance (Poehlin, 2000; Carr 1999)
· Middle distances are track events that are longer than sprints (50m indoor to 400m) but shorter than and including the Mile run. A middle distance runner event has a mixture of speed, strength and endurance.
Facts of Middle Distances (usatf.org)
· Events that are included are 800m to mile and all the distances in between.
· The current world record holder in the men’s 800m is Kenyan David Rudisha with a time of 1:41.01 and for the women’s it is Czech Jarmila Kratochvílová with a time of 1:53.28
o The current American record holder in the men’s 800m is Johnny Gray with a time of 1:42.60 and for the women’s it is Jearl Miles-Clark with a
time of 1:56.40
· The current world record holder in the men’s Mile run is Moroccan Hicham El Guerrouj with a time of 3:43.13 and for the women’s it is Russian Svetlana Masterkova with a time of 4:12.56
o The current American record holder in the men’s Mile run is Alan Webb with a time of 3:46.91 and for the women’s it is Mary Slaney with a time
of 4:16.71
· An athlete who races middle distances must have a well developed aerobic and anaerobic energy system.
Use of Aerobic and Anaerobic energy systems for middle distance races
Understanding the energy demands of distance will also be important when choosing an event for the students. Know the type of demands that the body and mind must address is important when training. The following graph will help understand which energy systems are being used during particular events and how the athlete should train their body (refer to figure 1 on next page)
Figure 1 (Carr, 73)
Other aspects of the 800m and Mile runs in addition to the physical
To ensure your athletes understand their abilities ask them to think about how they would deal with the following:
o Non-ideal conditions
o Pre-event hassle
o Delay in start
o Poor start
o Poor Performance
o Loss of focus
Safety Suggestions (Carr, 1999, p. 73-74)
Popularity of distance running, from jogging to marathon running, has increased drastically in recent years. Unlike other track and field events, distance running can be virtually practiced anywhere and requires minimum equipment. In spite of simplicity, you must consider certain safety precautions. (Carr, 73)
§ Allow ample time for warm up, don’t rush into work outs
§ Before crossing the track from outside to infield and vice versa, be sure to look both ways and be aware of sprinters and runners so that you
do not interfere with their workout
§ If stretching be sure to be in the outer lanes (4 – 8 outdoor; 4 – 7 indoor) or inside of the track on the infield so long as there no throwing
practice or events going on, if so be sure that you are behind the thrower so that the javelin, hammer etc. are thrown away from you
§ When on a public track be aware of others using the track, keep heads up and looking around to avoid collisions especially when running in
opposite direction of normal flow.
§ If someone is running faster than you allow them to pass you inside by stepping out of lane one also listen for instructions, if a runner
speaks “left” this means they are passing on your left hand side and “right” means they are passing on the right
§ When running run into traffic and with a partner especially when running on a road with intersections
§ Wear reflective clothing, bright colors and proper running shoes
§ Be aware of environmental factors (heat, cold, rain) dress appropriately for the weather as well as listen to your body and its demands, like
- Mental/Emotional (p. 97-98)
To ensure your athletes understand their abilities ask them to think about how they would deal with the following:
o Non-ideal conditions
o Pre-event hassle
o Delay in start
o Poor start
o Poor Performance
o Loss of focus
- Spiritual (p. 98-99)
Safety Suggestions (Carr, 1999, p. 73-74)
Popularity of distance running, from jogging to marathon running, has increased drastically in recent years. Unlike other track and field events, distance running can be virtually practiced anywhere and requires minimum equipment. In spite of simplicity, you must consider certain safety precautions. (Carr, 73)
§ Allow ample time for warm up, don’t rush into work outs
§ Before crossing the track from outside to infield and vice versa, be sure to look both ways and be aware of sprinters and runners so that you
do not interfere with their workout
§ If stretching be sure to be in the outer lanes (4 – 8 outdoor; 4 – 7 indoor) or inside of the track on the infield so long as there no throwing
practice or events going on, if so be sure that you are behind the thrower so that the javelin, hammer etc. are thrown away from you
§ When on a public track be aware of others using the track, keep heads up and looking around to avoid collisions especially when running in
opposite direction of normal flow.
§ If someone is running faster than you allow them to pass you inside by stepping out of lane one also listen for instructions, if a runner
speaks “left” this means they are passing on your left hand side and “right” means they are passing on the right
§ When running run into traffic and with a partner especially when running on a road with intersections
§ Wear reflective clothing, bright colors and proper running shoes
§ Be aware of environmental factors (heat, cold, rain) dress appropriately for the weather as well as listen to your body and its demands, like
being hydrated, properly fueled and if something your doing may be bothering you physically (i.e. muscle spasms, cramps, etc.)
9:15 – 9:30 Introduction/Technique –
There are three aspects in the middle distance category which need mentioning. The physical aspect, which incorporates technique, the mental/emotional aspect which incorporates the psyche and the spiritual aspect which is the will of the athlete, all of these aspects of the event are crucially important. Some time will be spent in these areas to help with the understanding and preparation of the events. During descriptions and demonstrations of technique, students will be organized standing in a semi-circle around the instructor. Students will be prompted to physically model the instructor and ask questions that deal with the technique and form required for the run.
Technique
During this segment a great deal of time will be spent on learning and improving proper technique. Students will be encouraged to ask questions about form and technique after instructor demonstrates the differences in form between the 800m and mile. On a straightaway of the track using 3-4 lanes students will be working at a low intensity learning both the 800m and mile forms. During the introduction of running technique, students will be in a semi circle around the teacher. As the teacher demonstrates posture, the class will receive instructions from the teacher and follow suit and adjust their posture according to instructions from the teacher. After the posture is introduced, the instructor will show two different stride lengths, one that is for an 800m (stride lengths vary due to height and flexibility of students) and one for a miler. Students will be instructed to notice the difference in stride because it is important to understand no to over-stride for the sake of energy conservation during the mile run and fluidity (preventing braking effect) during the 800m (Poehlein, 95). After the striding the teacher will go over the foot and arm action by explaining how the foot should land on the ground for the mile vs. the 800m. Likewise, how the arms should move in regard to frequency and distance from ear to hip during the 800m and similar shorter action for the mile (hands move with same frequency and action except, during upswing hands go just below shoulder line). Students will be practicing the different techniques by maintaining good posture, stride length and frequency, foot action and arm action. The instructor will cue which form they will be running in and while students are practicing the technique, the instructor will be giving informational and motivational feedback.
9:22 – 9:24 Introduction of the running techniques for both the 800m and Mile similarities and differences (p. 95; lesson plan 5-6)
There are three aspects in the middle distance category which need mentioning. The physical aspect, which incorporates technique, the mental/emotional aspect which incorporates the psyche and the spiritual aspect which is the will of the athlete, all of these aspects of the event are crucially important. Some time will be spent in these areas to help with the understanding and preparation of the events. During descriptions and demonstrations of technique, students will be organized standing in a semi-circle around the instructor. Students will be prompted to physically model the instructor and ask questions that deal with the technique and form required for the run.
Technique
During this segment a great deal of time will be spent on learning and improving proper technique. Students will be encouraged to ask questions about form and technique after instructor demonstrates the differences in form between the 800m and mile. On a straightaway of the track using 3-4 lanes students will be working at a low intensity learning both the 800m and mile forms. During the introduction of running technique, students will be in a semi circle around the teacher. As the teacher demonstrates posture, the class will receive instructions from the teacher and follow suit and adjust their posture according to instructions from the teacher. After the posture is introduced, the instructor will show two different stride lengths, one that is for an 800m (stride lengths vary due to height and flexibility of students) and one for a miler. Students will be instructed to notice the difference in stride because it is important to understand no to over-stride for the sake of energy conservation during the mile run and fluidity (preventing braking effect) during the 800m (Poehlein, 95). After the striding the teacher will go over the foot and arm action by explaining how the foot should land on the ground for the mile vs. the 800m. Likewise, how the arms should move in regard to frequency and distance from ear to hip during the 800m and similar shorter action for the mile (hands move with same frequency and action except, during upswing hands go just below shoulder line). Students will be practicing the different techniques by maintaining good posture, stride length and frequency, foot action and arm action. The instructor will cue which form they will be running in and while students are practicing the technique, the instructor will be giving informational and motivational feedback.
9:22 – 9:24 Introduction of the running techniques for both the 800m and Mile similarities and differences (p. 95; lesson plan 5-6)
- Introduce posture, stride length, foot action, arm action
- Scattered in self space stationary in a semi circle around instructor
- Alternating between both arm actions (low intensity)
- Waiter run- palm up as if holding dish (will help with relaxing shoulders)
- Using lanes 4 – 7 students will make 4 lines and 1 remaining
- On the clap they 1st group will begin (using form teacher shouts out)
- Maintain posture, avoid torso twist (reaching)
- Alternating between both strides (low intensity)
- Posture (p. 95) – Both the 800m and 1500m will run with a very erect posture. The Head should be level with the eyes focused 50 – 100 meters down the track.
- Common errors: Runner is looking down at their feet
- Stride Length and cycle (p.95) – The rhythm of the stride cycle is similar to that of a sprinter, except that since running economy dictates a short stride and the heel recovery after the drive foot lifts from the ground will not raise all the way up to the hips. The recovery in this instance will be approximately ¾ of that distance for the miler when it starts to descend forward. For the 800m athlete will look more like a 400m sprinter with fairly high heel recovery. Since the middle distance athlete is moving at a slower rate than a sprinter, the body doesn’t pass over the support foot as quickly and the foot can land almost directly under the center of mass.
- Common Errors: over striding causing braking effect (similar to sprinting) and wasted energy in the mile
- Foot Action (p.95) – Dorsal flexion of the ankle joint is still an important issue to keep the athlete rolling off the ball of the foot. As the athletes foot lands nearly flat footed for the 1500m/ miler, the athlete should propel forward off the ball of the foot. The 800m athlete will land higher on the ball, but then drop the foot flat at the point of midsupport just before propelling off the ball of the foot again.
- Common errors: insufficient dorsal flexion, landing on heel
- Arm Action (p. 95) – The arm carriage for the 800m athlete is very similar to that of a sprinter. The hands should be relaxed and swing forward to the midline of the body but never crossing the midline. The hand will swing about chin high with the elbow bending to less than 90 degrees. On the down swing, the hand moves back toward the hip pocket as the elbow opens to about 120 degrees. The miler on the other hand, will have a shorter arm stroke due to a shorter stride. The motion should be the sane direction to the midline but never crossing it. In both distances the shoulders should remain level and perpendicular to the direction of the run. No twisting back and forth of the torso should be observed. When watching the motion of the athlete’s body at the top of the head, you should not see much up and down motion (vertical displacement).
- Common errors: twisting of the torso (reaching)
| Mile
Erect posture head leveled, looking 50 – 100m down track Short arm stroke due to short stride, Shorter stride length, ¾ heel return Nearly flat footed, propelling Off of the ball of the foot |
9:30 – 9:42 Aerobic training, endurance development and tactical training – the following activities will allow the students to gain understanding of the importance of stamina in middle distance races. During this time the students will also have the opportunity to evaluate the mental aspect of the races which include pre-event hassle, poor performance, etc. Similarly they will have the chance to connect spiritually to the races which consists of the runner’s competitive spirit to do well. During this time the students will be engaging in a fartlek run. Fartlek is a Swedish word meaning “speed play”; it is an interval training activity which changes work rate from one intensity period (low, moderate or high) to a recovery period (walk jog or run) which will increase the athletes aerobic endurance as well as anaerobic endurance. Additionally, this will show students the speed changes which are similar to stresses in a race, which is beneficial for the athlete’s development. Students will line up to the start line and await the start signal (clap or verbal cue). The students will begin running at a moderate to high intensity, for 50m, then they will lightly jog 50m, then they will lightly jog 50m to the next start cone where they will wait the for the signal to start the 2nd repetition of 50m run and jog. On the 3rd repetition, students will then at a moderate intensity run 100m with a 100 meter light jog/walk to the following start line where they will complete their 4th repetition of 100m run and 100m recovery jog/walk. Lastly for the 5th and 6th repetition, at a low intensity the students will line up to run their 100m distance at a low intensity where they will finish with 50m light jog/walk and finish at the starting line. After completing the entire fartlek workout, the class would have ran exactly 900 meters (Carr, 76)
See Diagram below
|
|
9:42 – 9:55 Mile time trials – Before the timed mile, the students will have the opportunity to recover from the fartlek workout. Also they will have the opportunity to stretch and address any fatigue issues they may have. Students will line up at the starting line and be timed on a flat mile. They will all start at the same time using the miler running technique (Poehlein, p. 95; lesson plan pp. 4 – 5) and as each person who finishes, they will be encouraged to cheer on those who are still running as well as give informational feedback.
9:55 – 10:00 Lesson Closing – Cool down and review materials covered in the first day. During the cool down stretching, the teacher will be reviewing the material covered during the day.
· Cool Down
o Lunge Walk (hip flexor)
Ø Large step forward
Ø Trailing leg, knee bends to a 90o angle(does not touch the ground)
Ø Repeat motion several time for 10m
o Knee to chest (gluteus)
Ø Step forward lift knee lift knee to chest
Ø With both hands grab knee on both sides and gently pull toward the chest
Ø Repeat motion several time for 10m
o Heel to butt (quadriceps)
Ø Step forward and raise heel to buttocks
Ø With hand on same side as foot, pull foot upward the buttocks
Ø Repeat motion several time for 10m
o Heel down toe up (hamstring)
Ø Step forward and landing on heel with toe raised to the sky
Ø Reach with both hands to touch the toes
Ø Repeat motion several time for 10m
· Students will be prompted to describe and demonstrate differences and similarities of technique including posture, stride length, foot action, and arm action between 800m and Mile.
9:55 – 10:00 Lesson Closing – Cool down and review materials covered in the first day. During the cool down stretching, the teacher will be reviewing the material covered during the day.
· Cool Down
o Lunge Walk (hip flexor)
Ø Large step forward
Ø Trailing leg, knee bends to a 90o angle(does not touch the ground)
Ø Repeat motion several time for 10m
o Knee to chest (gluteus)
Ø Step forward lift knee lift knee to chest
Ø With both hands grab knee on both sides and gently pull toward the chest
Ø Repeat motion several time for 10m
o Heel to butt (quadriceps)
Ø Step forward and raise heel to buttocks
Ø With hand on same side as foot, pull foot upward the buttocks
Ø Repeat motion several time for 10m
o Heel down toe up (hamstring)
Ø Step forward and landing on heel with toe raised to the sky
Ø Reach with both hands to touch the toes
Ø Repeat motion several time for 10m
· Students will be prompted to describe and demonstrate differences and similarities of technique including posture, stride length, foot action, and arm action between 800m and Mile.
| Mile
Erect posture head leveled, looking 50 – 100m down track Short arm stroke, Shorter stride length, ¾ heel return Nearly flat footed, propelling Off of the ball of the foot |
· Instructor will use the above listed cues and appropriate cues as criteria for descriptions and demonstrations of technique.
Focus for Next Lesson
§ Encourage students to read ahead in regards to building aerobic and anaerobic energy system so that they understand the difference of the two and the use of the systems and why it is important.
§ Encourage students to have ample rest and to consume carbohydrates, fats and proteins for energy as well as muscle restoration and recovery (it is important for runners to have good rest and recovery time).
Wednesday
9:05 – 9:15 Warm-up/ review: Estimating the duration of a run – Before any activities the class will review what was learned in the previous lesson to ensure they have understanding of differences and similarities of the 800m and mile run. On the grass field of Van Cortland Park (basketball court of Draddy Gymnasium if poor weather conditions) the class will be divided into 5 groups of 3 and one group of 4. The teams will be led by one of its members and run in a random course (not in a circle around the instructor) in a single file line and bring them back to the starting place within 45 seconds. The team leader after running their course will return to the teacher when they believe the 45 seconds have passed. The teacher will take notice of when each team arrives and asks the leader if they believe they lasted the total 45 seconds. Once all the groups have returned the instructor will then call out the times for each group. At this point the leaders change within the groups and the exercise repeats. This will be repeated 4 times to allow every one to have a chance at leading and determining the duration of the run. (Carr, 79)
§ Guidelines for E.D.R.
o The group must remain together in their team;
o Leaders con only choose their route for their team
o Only the leaders are responsible for estimating the 45 second time frame
o Each team must arrive back together
o Teams must run out and back in a circuit, no circling the teacher
9:15 – 9:25 Estimating Pace and Tempo on a Triangular course – On the grass the class will be divided into six teams and divided into two larger groups (two triangles). Each team will begin at a different corner of a triangle. Each apex of the triangle will be 50m apart from each other. The students will run in the miler form to each cone and they must arrive at the next cone within 15 seconds. The teacher will blow the whistle to indicate the elapsed time and they must arrive at the cone exactly when that occurs. If they arrive too early they must jog in place and if too late they must speed up in order to catch up. Students in each group are lined up should to shoulder at each cone. (Carr, 79)
§ Guidelines for triangle
o No difference than running on a straightaway
o Try to arrive at the cone exactly at the whistle
o Avoid running in place by not arriving too early
o Maintain miler form throughout the exercise
9:25 – 9:35 Estimating Pace and tempo on a 400m track – On the track, students will line up at the starting line and await the start signal. Alls students will be participating at the same time. The first lap, the students will begin running in miler form with a fairly high heel recovery, good arm action and posture around the track (lesson plan p. 4-5), as they are progressing they will hear a whistle blast after 20 seconds. At this moment in time, the group should have arrived at the cone exactly when the whistle blows. The cones are set up 50 meters apart and they will complete the first lap at this pace. After a 1 minute recovery, the second repetition will be similar to the first in regard to form and tempo. The third lap, on the other hand, will change the pace as well as the form. During this repetition, the students will be using the 800m form with high heel recovery and arm action. The tempo will become 15 seconds to arrive at each cone instead of 20. After 2 minute recovery for the fourth repetition the class will repeat the run at a 15 second pace per cone. (Carr, 79)
§ Guidelines for tempo run
o Adjust pace if arriving too early or late
o Maintain 800m runner form (erect posture, high heel recovery, nearly flat footed,
90o to chin and 120o to hip pocket)
9:35 – 9:45 Pace training using varying distances – The students will line up on the track in lanes 3-6 and the class will form 4 groups of 4 and 1group of 3. Cones will be set up as follows: yellow cones =40m, white cone = 50m, green cone = 60m down the track. Students will then run these different distances at a 15 or 20 second pace at a relaxed state. One group at a time will be going during each repetition. Once the group reaches its distance they will jog back to the start line on the outside of lanes 3-6 and resume their position. (Carr, 79)
§ Guidelines for Pace @ Varying distance
o For shorter distance reduce stride length and tempo
o For longer distance increase stride length and tempo
o Try to relax as you run
o Avoid arms crossing the center line of body
o Look down the track 50m to 100m down track (level head),
9:45 – 9:55 800 Meter Time Trials – Before the timed 800m, the students will have the opportunity to recover from the previous workout. Also they will have an opportunity to stretch in order to prevent any injury and address any issues of fatigue they might have. Student will line up at the starting line for the 800m as one group and wait for the signal from the teacher. As students finish, they will be encouraged to provide motivational and informational feedback to those who are still running. The teacher will be observing the students for proper 800m technique (Poehlein, p. 95; lesson plan pp. 4-5) and providing motivational and informational feedback as they come through the start line.
9:55 – 10:00 Lesson Closing – Cool down and review materials which were covered in the past two days
· Cool Down
o Straight leg walk (hamstring)
Ø Raise hands in front of body at chest level (parallel to the ground)
Ø Step forward and raise leg up to hands without bending the knee
Ø Place foot down and repeat motion several times for 10m
o Knee to chest (gluteus)
Ø Step forward lift knee lift knee to chest
Ø With both hands grab knee on both sides and gently pull toward the chest
Ø Repeat motion several time for 10m
o Heel to butt (quadriceps)
Ø Step forward and raise heel to buttocks
Ø With hand on same side as foot, pull foot upward the buttocks
Ø Repeat motion several time for 10m
o Lunge walk (hip flexor)
Ø Large step forward
Ø Trailing leg, knee bends to a 90o angle(does not touch the ground)
Ø Repeat motion several time for 10m
§ Students will be asked to describe and demonstrate difference between 800 meters and Mile as well as proper technique including posture, stride length, foot action, and arm action.
v Focus for Quiz - For the quiz on Wednesday October 13th, students will be prompted to review Chapter 7: 800 meters to Mile using the provided Quiz 2 Review Outline posted on Blackboard. The quiz will cover topics such as spiritual and mental/emotional concepts, posture, arm action and foot action as well as visible differences between the 800 meters and Mile races.
o Difference between 800 meters and Mile (chapter p. 95)
| Mile
Erect posture head leveled, looking 50 – 100m down track Short arm stroke, Shorter stride length, ¾ heel return Nearly flat footed, propelling Off of the ball of the foot |
o Know the 3 philosophies in regard to the physical, mental/emotional and spiritual aspects of middle distance. (chapter p. 97-99)