Fitness for Life, Sixth Edition
Cardiorespiratory Endurance
Activity Lesson Plan 1:
Vigorous Aerobic Activity Session
In this lesson students will accumulate at least 20 minutes of vigorous activity while monitoring their
exercise intensity using heart rate and RPE.
Performance Outcomes Related to AAHPERD Standards
S2.H1.L1, S3.H3.L2, S4.H5.L1
Preparing the Lesson
Lesson Objectives
1. Accumulate at least 20 minutes of vigorous physical activity
2. Self-monitor exercise intensity during vigorous physical activity
3. Perform a warm-up and cool-down
Equipment
Activity Cards: Vigorous Aerobic Activity Session, 6 to 8 cones to mark a perimeter, 1 or 2 benches or a
bleacher step, 4 cones to mark two lines 20 feet (6 meters) apart for agility movements, high-tempo
music
Option: Invite students to share their high-tempo music.
Setup
Write Instant Activity instructions on the board.
Place cones to mark a perimeter for jogging or running.
Create six areas for the activity stations, using Activity Cards: Vigorous Activity Session, inside the
perimeter for jogging or running.
Option: Set up the stations outside.
Delivering the Lesson
Part 1. Instant Activity
Instructions on the Board
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1. Get with a partner or small group and perform a dynamic warm-up.
2. Each member of the group takes turns leading a dynamic warm-up activity.
Part 2. Lesson Focus
Last week we focused on moderate physical activity. This week we are going to be focusing on vigorous
activity. Vigorous activity has a different FITT formula from moderate physical activity.
Check for Understanding: What is the FIT formula for vigorous aerobic activity (3+ days/week
[F], in target heart rate zone or more than 7 METs [I], at least 20 minutes per session [T], and
activities from step 2 or 3 of the Physical Activity Pyramid [T])?
Option: Show or draw the new teen Physical Activity Pyramid.
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It is important that we understand what vigorous activity feels like so we can self-monitor our exercise
intensity. Vigorous aerobic activity will make our heart beat fast, make us sweat, and make us breathe
hard.
In past lessons we used the RPE scale to monitor exercise intensity. An RPE in the 3 to 5 range would be
considered moderate physical activity. An RPE of 7 or above would be vigorous activity. It should be
hard.
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Review: Review monitoring exercise intensity using the RPE scale. RPE is rated on a scale from
0 to 10. A rating of 0 would be like sitting in a chair and reading. A rating of 10 is equivalent to
the hardest exercise you have ever done (e.g., like sprinting up a long and steep hill as fast as
you can until exhaustion). A good RPE range for most people is between 3 and 5. A rating between 3 and
5 would be an activity that gets your heart rate up, but you can continue for a long time without too
much problem.
Today you are going to meet the intensity and time components of the FITT formula for vigorous aerobic
activity. You will regularly be taking a 15-second radial pulse counts to get a sense of your heart rate
while performing vigorous activity.
Review: Review taking radial pulse counts.
Part 3. Fitness Activity
Vigorous Activity Session
1. Show students the beginner and advanced activities at each station.
Option: Place student groups at each station. Have them learn the activity and variations and
demonstrate the station for the rest of the class.
2. Have students take a 15-second radial pulse count and determine their starting (not quite
resting) heart rate in beats per minute at one of the stations.
3. Explain to students that they will be walking briskly, jogging, or running (whatever movement is
vigorous activity for them) for 3 minutes continuously around the perimeter.
4. When the high-tempo music starts, they will find the closest station and perform continuous
vigorous activity at the station for 1 minute. Ask students to move to another station if too
many people are at the nearest station.
Review: Remind students about the principle of progression. The principle states that people
need to gradually overload their body systems when exercising. So, if many of the students
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have not been vigorously active, they need to start at the lower end of vigorous activity (RPE of 7 or the
Talk Test) and build up to working at higher intensities. Student who are regularly vigorously active can
challenge their cardiovascular system by working at higher intensities (higher heart rates, RPE ratings
above 7, and beyond the Talk Test).
5. When the music stops, the students should be jogging or running around the perimeter.
Review: Review pacing. You need to pace yourself so that you can be active for the full
aerobic workout. Use the Talk Test to gauge your intensity. You should still be able to maintain
a conversation, but it should be a challenge. If you can work harder than the Talk Test
intensity during the continuous movement around the activity area, that is fine too. However, if you are
working so hard that you have to stop, you are working too hard. If you get to the point where you have
to stop, perform a quick pulse count and remember that heart rate.
6. Emphasize quick transitions between the perimeter movement and the activity stations.
Check for Understanding: Ask students what RPE they are working at and what level of
intensity that rating is related to (light, somewhat hard, hard, very hard, or maximal?).
Option: Have students take radial pulse counts during some transitions. Provide them with the 15second start and stop signals. Encourage them to remember some of their heart rate values.
Technology: Have the students wear heart rate monitors, or use heart rate monitors with
selected students, to verify the accuracy of student heart rates determined through radial
pulse counts.
7. Have the students perform 6 repetitions (18 minutes of moving around the perimeter + 6
minutes of activity stations = 24 minutes of vigorous activity).
Observation: Observe students’ pacing. Help students who are not able to work continuously
select a better pace.
8. Following the vigorous workout, have the students perform a cool-down led by a student or you.
Walking slowly around the perimeter is a good start for the cool-down. The walking cool-down
could be followed by some stretching.
Part 4. Reflection and Summary
Have students share their vigorous activity experiences. How did their bodies feel? What stations did
they find easy? Why? Hard? Why?
Ask students what RPE levels they think they reached (and at what station). A rating of 6 is somewhat
hard; 8 is hard; and 10 is extremely hard.
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1. Vigorous activity should be intense enough to increase your heart rate, make you sweat, and
breathe hard.
2. Vigorous activity should be performed on at least three days per week for at least 20 minutes.
3. The Talk Test, pulse counts, and the RPE scale can help you monitor your exercise intensity.
Part 5. Evaluate
Verify the accuracy of student-determined heart rates. Take a radial pulse count of selected students
while they do the same. Have them tell you what they got for beats per minute and see if your value
matches. You should be within 4 to 8 beats per minute.
Option: Have students create some movements at the activity stations as evidence of their
understanding of vigorous physical activities.
Reinforcing the Lesson
Take It Home
Encourage students to meet the FITT formula for vigorous activity two more days this week.
Supplemental Activities
Have students work with a family member to calculate their target heart rate zone using one of the
approaches they have learned (heart rate reserve, percent of maximal heart rate). Have the students
perform a short workout (warm-up, 5-10 minutes of aerobic activity, cool-down) with a family member
and see if that family member can reach his or her threshold heart rate (lower end).
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