Muscle Fitness Goal Analysis Niki Bray September 23, 2012 Source: Oleandra/Shutterstock.com at http://shutr.bz/NGam5u Goal Analysis Using the data derived from the Needs Assessment, a goal analysis has been conducted to set the priorities for the unit on muscular fitness. Aim Design, implement, monitor, and adjust a personal muscular fitness program. Set Goals The following goals were generated to address the aim of designing, implementing, monitoring, and adjusting a personal muscular fitness program: 1.
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Explain the difference between muscular strength and muscular endurance. Define hypertrophy. Define atrophy. Explain the Muscular Endurance-­‐Strength Continuum. Recognize muscle fitness myths. Compare and contrast the three types of skeletal muscle fibers. List the three types of muscle movement. Compare and contrast the three types of muscle movements. Compare and contrast the three types of exercises. Identify activities for each type of exercise (isometric, isotonic, and isokinetic). Discuss the three factors that improve muscular fitness. Apply the FITT principle to muscle fitness training. Apply the Principle of Progression to muscle fitness training. Apply the Principle of Specificity to muscle fitness training. Identify weight-­‐training considerations for safety. Apply goal setting to a muscle fitness-­‐training program. 17.
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Compare and contrast the three types of muscles. Identify muscle fitness assessment methods. Compare and contrast absolute and relative strength. Recognize benefits of building strength. Recognize considerations for strength-­‐building in preteens and teens. Explain what Body Dysmorphia is and how to recognize the symptoms. Define muscle-­‐bound. Apply the Principle of Rest and Recovery to muscle fitness training. Identify guidelines for resistance training. Compare and contrast the benefits and disadvantages of resistance machines and free weights. 27.
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Identify methods of building muscle fitness for enhanced performance. Identify inexpensive equipment that can be used to build muscle fitness. Define ergogenic aids. Identify ergogenic aids and their risks. Apply the Principle of Exercise to muscular fitness training. Identify various muscular fitness assessments and what they measure. Set goals low and gradually increase them as fitness improves. Refine Goals After brainstorming the initial list of goals, they were broken down into primary and secondary goals. Table 1. Refined Goals Primary Goals Secondary Goals 31. Apply the Principle of Exercise to muscular fitness training. 20. Recognize benefits of building strength. 12. Apply the FITT Principle to muscle fitness training. 28. Identify inexpensive equipment that can be used to build muscle fitness. 27. Identify methods of building muscle fitness for enhanced performance. 11. Discuss the three factors that improve muscular fitness. 10. Identify activities for each type of exercise (isometric, isotonic, and isokinetic). 9. Compare and contrast the three types of exercises. 8. Compare and contrast the three types of muscle movements. 7. List the three types of muscle movement. 6. Compare and contrast the three types of skeletal muscle fibers. 4. Explain the Muscular Endurance-­‐Strength Continuum. 3. Define atrophy. 2. Define hypertrophy. 1. Explain the difference between muscular strength and muscular endurance. 24. Apply the Principle of Rest and Recovery to muscle fitness training. 13. Apply the Principle of Progression to muscle fitness training. 17. Compare and contrast the three types of muscles. 14. Apply the Principle of Specificity to muscle fitness training. 23. Define muscle-­‐bound. 26. Compare and contrast the benefits and disadvantages of resistance machines and free weights. 19. Compare and contrast absolute and relative strength. 18. Identify muscle fitness assessment methods. 32. Identify various muscular fitness assessments and what they measure. 15. Identify weight-­‐training considerations for safety. 29. Define ergogenic aids. 30. Identify ergogenic aids and their risks. 25. Identify guidelines for resistance training. 21. Explain what Body Dysmorphia is and how to recognize the symptoms. 22. Recognize considerations for strength-­‐building in preteens and teens. Recognize muscle fitness myths. 16. Apply goal setting to a muscle fitness-­‐training program. 33. Set goals low and gradually increase them as fitness improves. Rank Goals The refined goals were ranked according to the order in which the content should be learned. Table 2. Ranked Goals Primary Goals I.
Recognize benefits of building strength. Secondary Goals 26. Compare and contrast the benefits and disadvantages of resistance machines and free weights. 19. Compare and contrast absolute and relative strength. II.
Apply the Principles of Exercise to muscle fitness training. 12. Apply the FITT Principle to muscle fitness training. 28. Identify inexpensive equipment that can be used to build muscle fitness. 27. Identify methods of building muscle fitness for enhanced performance. 12. Discuss the three factors that improve muscular fitness. 11. Identify activities for each type of exercise (isometric, isotonic, and isokinetic). 9. Compare and contrast the three types of exercises. 8. Compare and contrast the three types of muscle movements. 7. List the three types of muscle movement. 6. Compare and contrast the three types of skeletal muscle fibers. 4. Explain the Muscular Endurance-­‐Strength Continuum. 3. Define atrophy. 2. Define hypertrophy. 1. Explain the difference between muscular strength and muscular endurance. 24. Apply the Principle of Rest and Recovery to muscle fitness training. 13. Apply the Principle of Progression to muscle fitness training. 17. Compare and contrast the three types of muscles. 14. Apply the Principle of Specificity to muscle fitness training. 23. Define muscle-­‐bound. III.
Identify weight-­‐training considerations for safety. 29. Define ergogenic aids. 30. Identify ergogenic aids and their risks. 25. Identify guidelines for resistance training. Explain what Body Dysmorphia is and how to recognize the symptoms. Recognize considerations for strength-­‐building in preteens and teens. 23. Recognize muscle fitness myths. IV.
Identify muscle fitness assessment methods. V.
Apply goal setting to a muscle fitness-­‐training program. 32. Identify various muscular fitness assessments and what they measure. 33. Set goals low and gradually increase them as fitness improves. Second Refinement After making some tough decisions about what could be accomplished in a 20-­‐60 minute lesson, the following objectives (Table 3) emerged as being most essential to accomplishing the task of improving the health of our children through building muscular fitness. Although all of the objectives listed are important, the ones omitted are best suited for future lessons and the ones that remained are necessary for novice learners of muscular fitness. The five main goals were all kept because they are essential to accomplishing the tasks of: •
Identify the benefits gained from participating in muscular fitness exercises. •
Apply training principles to the development of a muscular fitness plan. •
Identify and apply methods of measuring, analyzing, and monitoring muscular fitness levels over time. Both secondary goals for Goal I was kept because this knowledge is needed when students make decisions about the type of exercises that best suits their goals and needs. Eight secondary goals for Goal II were eliminated because they are not essential to accomplishing the three objectives listed above. These secondary goals would be more appropriate in future lessons that deepened students knowledge so they could begin to enhance muscular fitness for performance-­‐related needs and not the overarching aim to decrease obesity rates in children at the secondary school level. Three secondary goals under Goal III were discarded mainly because they identified more with issues of students who are performance-­‐related. Typically, students who are just beginning to exercise do not have body image disorders and therefore do not need instruction about ergogenic aids at this point in their development. Each secondary goal for Goal IV and Goal V were deemed essential as they directly address the task objectives listed above. Table 3. Second Refinement of Goals Primary Goals I.
Recognize benefits of building strength. II.
Apply the Principles of Exercise to muscle fitness training. Secondary Goals 26. Compare and contrast the benefits and disadvantages of resistance machines and free weights. 19. Compare and contrast absolute and relative strength. 12. Apply the FITT Principle to muscle fitness training. 28. Identify inexpensive equipment that can be used to build muscle fitness. 27. Identify methods of building muscle fitness for enhanced performance. 12. Discuss the three factors that improve muscular fitness. 11. Identify activities for each type of exercise (isometric, isotonic, and isokinetic). 9. Compare and contrast the three types of exercises. 8. Compare and contrast the three types of muscle movements. 7. List the three types of muscle movement. 6. Compare and contrast the three types of skeletal muscle fibers. 4. Explain the Muscular Endurance-­‐Strength Continuum. 3. Define atrophy. 2. Define hypertrophy. 1. Explain the difference between muscular strength and muscular endurance. 24. Apply the Principle of Rest and Recovery to muscle fitness training. 13. Apply the Principle of Progression to muscle fitness training. 17. Compare and contrast the three types of muscles. 14. Apply the Principle of Specificity to muscle fitness training. 23. Define muscle-­‐bound. III.
Identify weight-­‐training considerations for safety. IV.
Identify muscle fitness assessment methods. V.
Apply goal setting to a muscle fitness-­‐training program. 29. Define ergogenic aids. 30. Identify ergogenic aids and their risks. 25. Identify guidelines for resistance training. 23. Explain what Body Dysmorphia is and how to recognize the symptoms. 24. Recognize considerations for strength-­‐building in preteens and teens. 5. Recognize muscle fitness myths. 32. Identify various muscular fitness assessments and what they measure. 33. Set goals low and gradually increase them as fitness improves. Final Ranking 1.
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Recognize the benefits of building strength. Identify muscle fitness assessment methods. Apply the Principles of Exercise to muscular fitness training. Identify weight-­‐training considerations for safety. Apply goal setting to a muscle fitness training program. Learner Characteristics This instructional unit will target students in grades 9-­‐12 (ages 14-­‐18) who take my Fitness & Conditioning class, which is an elective course for students in high school. Students currently must have a credit and a half of physical education in order to graduate. All students are required to take Lifetime Wellness and at least one half credit course from the following: Physical Education I, Physical Education II, Team Sports, Individual Sports, Fitness & Conditioning I, Fitness & Conditioning II. GENDER and EXPERIENCE This class is a heterogeneous class that athletes and non-­‐athletes, alike, enroll in to meet their physical education requirement. Unlike the other classes students are able to choose from, this class focuses primarily on health-­‐related fitness components where students learn to design, assess, monitor, and adjust their own personal fitness program. Some students, typically athletes, will have quite a bit of experience with exercising but many of the students enrolled in this class will have little to no experience with exercising. Some of the students, usually those with little experience with exercising, will not want to take this class but were required to in order to meet their graduation requirements. MOTIVATION and ATTITUDE The majority of the students enrolled in this class chose it and are eager to learn how to lift weights and perform other similar exercises. However, there is a small group whose attitude is quite negative towards being physically active and therefore their motivation is lacking. ETHNICITY/DIVERSE LEARNERS: The majority of the students in this class are African American with a small portion being white, Asian, and Hispanic. Many students have diverse instructional needs such as English as Second Language (ESL) students and students with exceptional needs (i.e., learning disabled, emotionally disturbed, mental retardation) to honors-­‐level and advanced placement students. Specific Entry Competencies Skills COMPUTER This unit requires students to have some very basic computer skills such as accessing websites via the Internet and navigating through PowerPoint presentations. READING LEVEL Students do not need to have a specific reading level as all slides will come equipped with voice-­‐over instruction to aid the ESL and exceptional needs students. MATH ABILITIES No particular math abilities will be needed to successfully achieve the goals for this instructional unit. ATTITUDE & ATTENDANCE In order to achieve mastery of the instructional objectives and goals, students need to be willing to apply what they are learning in the self-­‐paced online instructional unit to their own personal fitness program. Students will need to have excellent attendance in order to apply and practice what they have learned to their own personal fitness program and to succeed on the post-­‐test exam. Preferred Ways of Learning LEARNING STYLES. Nearly 80% of students in this course are visual learners while the other 20% learn best using auditory strategies, kinesthetic strategies, or a combination of the three. I used a Learning Styles inventory at the beginning of the school year to determine students’ primary and secondary learning styles and incorporate strategies that meets the learning styles of all three groups. With the knowledge that a vast majority of my students learn best visually, I make certain to use lots of pictures, color, and design techniques when designing lessons in an attempt to capture their attention right away. STUDENT LEARNERS All of my students are adolescent learners and in order to properly motivate them, the lesson must be created in such a way as to make a connection with their life. This age group of learners wants to know why they need to learn the lesson and how it will benefit them. Regardless of cognitive ability, this generation of learners enjoy lessons that are highly engaging, incorporate the use of videos and music into instruction, and have a high level of visual interest. Contextual Analysis Orienting Context The learners will expect to be able to create their own personal muscular fitness plan at the conclusion of this instructional unit. Students will use their plan throughout the semester and will build new knowledge into this plan with each new unit of instruction. Nearly 50% of a student’s grade will come directly or indirectly from their ability to create, monitor, and adjust their personal fitness plan. Students will also feel and see changes in their personal health as a result of following their fitness plans over an extended period of time. Instructional Context This unit will be designed so that students can complete it in an hour or less. It will also be offered in a Web-­‐
based, self-­‐paced format so students will be able to access the unit from any computer with Internet access. It is expected that students will complete the unit during our class time over the course of one to two days – classes are 48-­‐minutes long so some students may need an additional day to complete their unit. Classes will be held in the school library so students will have a comfortably quiet location in which to work and learn. Students will be provided with headsets so they can listen to the voice-­‐overs, videos, and music embedded in the unit. Transfer Context Students will use the information learned in this instructional unit immediately and daily throughout the remainder of the semester. Student’s grades will come directly or indirectly from their ability to use the knowledge gained from this instructional unit. The teacher will serve as a personal fitness trainer throughout the remainder of the semester working with students on a one-­‐on-­‐one basis to address personal needs for improving their muscular fitness. Students will have access to all weight equipment daily and will receive continuous training on skills needed to build other components of health-­‐related fitness into their personal lives.