HRA- Lesson 4

Student name: Sheila Marrinan No of Pupils: 26

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Date: 30 November 2016 th
Class: 5 Years- Seoirse Class Length: 60 minutes
Pupil’s previous knowledge/skills/experience: Students have previously learned about the components of a warm-up and cool down and
engaged in a cardiovascular circuit of skipping and kickboxing. Students may have heard of pilates as an exercise. Students know what muscles
are but may have misconceptions about muscle strength.
How has the previous lesson informed my planning for this lesson?
Students know the benefits of warming up and cooling down. We discussed what the students’ understanding of ‘fitness’. Many of the
students had ideas that fitness is being able to run for so long. We focused on cardiovascular fitness through skipping and muscle strength
through pilates. We will move onto muscle endurance and some yoga.
Lesson Focus: The focus of this lesson will be on muscular endurance and flexibility.
Lesson Outcomes: Assessment:
Students will understand that Yoga can be used to improve one’s Students will explain to their partner’s different ways to improve
flexibility. (Cognitive) flexibility.
Students will be able to complete a boxercise routine where they will Students will peer assess each other in relation to different
demonstrate different skills. (Psychomotor) boxercise skills.

Students will be able to work together co-operatively in pairs as they Students will state how they feel they worked using the thumbs
progress through different boxercise exercises. (Affective) up/down/to the side at the end of the lesson.
Resources/Equipment Needs: Circuit cards, Gym Mats, Boxing Gloves, Boxing Pads, CD player, I-Pad, Skill Cards, Peer Assessment Cards, Pens.

Safety Considerations:
 Ensure proper footwear and clothing is worn.
 All jewellery should be removed.
 No chewing gum allowed.
 Time & Activity Development Organization & Management Teaching Cues Adaptations
Focus Task development, progressions, learning Diagram showing organization of students Behaviour prompts
experiences, and game-skill practice-game Managerial task statements Teaching cues Strategies to meet the needs
Skill, tactical, of diverse learners
knowledge, specifics Diagram or pictures
social, or sport Instructional task statements
education
Introduction: Students in a semi-circle around the  Hands up if you have Prompt students if
2 minutes Recap on the previous lesson. teacher. a question. necessary.

 Respect others when

What component of HRA is boxercise
they are talking
Greater linked to and why?
understanding How can you improve at boxercise
of today’s What component of HRA is Yoga
class linked to?
Has anyone here ever performed
yoga before?
What are the important aspects when
performing yoga?

5 minutes Warm-Up- Spiders and Scorpions: Students spread out around the  On all fours.  A variation on the
Choose four children to be the scorpions. hall.  Move quickly. game is a special
Their job is to move around on all fours  Balance on 3 points of spider that delivers
Understandin
(belly facing down) trying to sting as contact if caught. an antidote and
g imrpotance
many of the other children as possible releases the stung
of a strong
(by tagging them). The other children are spiders.
core.
spiders; they have to move around on all
fours (belly facing up). If a spider is stung
it must hold either one foot or one arm in
the air (3 point balance) until all of the
spiders are stung or time runs out.
 Dynamic Stretching: Spread out over the hall.  Don’t overstretch  Take control of the
2 minutes  Hamstrings  Move between warm-up again.
 Quads stretches
To learn the
 Calves
names of the
 Groins
muscles
 Glutes
 Arms

One student leads the warm-up.

Circuit Demonstration:
6 minutes The teacher will demonstrate each circuit Watch First and then try Get a student to
activity. Students will perform each move perform demonstrate each
Familiarity
after the teacher’s demo. Students will exercise.
with stations
stand in a circle for this activity.
 12 minutes Circuit 1: Students are placed performing the  Correct technique  Change the rest
Students will complete a circuit where circuit whilst the teacher uses  Move in a clockwise
they will practice each move as they active supervision to ensure safety. direction when time depending
Understandin progress. Students will perform these changing stations. on ability of the
g of how moves to music.
muscle students.
strength links  Jab (Knees soft, Tummy tight, Add a hop
to boxercise Make fists with hands, Guard up  Adaptations exist
in front of face, Don’t lock on each task card
Effective elbows) Add a hop
performance  Knee (Keep guard up, Knees to  Perform the
of skills hip height or over, Knee to
activities as a
elbow, Keep knees soft) Use a wall
 Push Up (Start on hands and whole group rather
knees, hands under shoulders, Progress to hands and than a circuit.
knees hip shoulder and head in feet
line, engage core, lower body to  Allow a peer teach
floor, push back up, elbows in)
 Let students
 Hook (Knees soft, Tummy tight,
Guard up, Make fist with hands, explain activity
Ensure you have
Swing arm across the body-hook,
enough space  Once skill is
Same leg-side lunge)
mastered apply it
 Front Kick (Guard up, Knees soft,
Tummy tight, Kick out to the
Use both legs
front, Lift leg-then kick, Don’t
 Increase time being
lock knee)
performed
 Upper Cut (Knees soft, Legs
Add a hop
shoulder width apart, Shoulders
 Decrease time
back-tummy tight, Guard up, being performed.
Move arms under and up, Keep
in front of face, Bring legs wider  Allow them to work
and sit back) in two’s (One on
  Side Kick Left (Right)leg (Face Make sure there is no pads and one with
right leg forward, Guard up, one around you. gloves.)
Knees soft-tummy tight, Step 
back with left leg, Feet together,
Kick forward with left leg, Raise
leg then kick)

4 minutes Rest: walk slowly, catch breath, get drink

of water.

10 minutes Application Make sure you have Make two or more

Allow students apply these skills. One enough space circles to allow space
student will have the pads the other will
Working
have gloves. Students will swap after Do not swap partners
together to
each go. work with same person
apply skills
learnt Increase time punching
First Exercise- Practicing the Jab-
Students will jab left, left then punch
right. Light jabs for the first two Decrease time
Students will jab right, right then punch then strong for the punching
left. second

Students standing with pads will stand Knees soft, Tummy tight,
tall and hold pads out at chest level. Guard up, Make fist with Allow students to
hands, Swing arm across decide what types of
Second Exercise- Practicing the hook- Students with gloves the body-hook punches they will
Students holding pads will face pads on throw
side.
Students on gloves will punch left, right,
left right. Students with pads
 Third Exercise- Practicing the upper cut-
Students will hold the gloves up high.
Knees soft, Legs shoulder
Students will practice the upper cut using width apart, Shoulders
both right and left arms. back-tummy tight, Guard
up, Move arms under and
Students will perform each of these up
activities twice using gloves and twice
using pads. Students will rotate around
the circle.
40 Seconds on 20 Seconds off
7 minutes Peer-assessment: Give feedback Can give audio or
Students will peer assess one another written feedback
Recognition of
effective ensuring that they are performing the Watch your partner
jab, hook and upper cut correctly. carefully
performance/
acceptance of
Students will fill out the peer assessment
feedback.
after observing one another.

10 minutes Cool down- Only go to where feels  Students can lead

Students will take part in a Yoga comfortable the cool down and
routine that the teacher will lead. also suggest the
How flexibility Students will ensure that they are Breathe in on easy stretches for it.
and muscle performing each move correctly. The element of exercise.
strength are
teacher will introduce the importance
key in yoga
of breathing and also some key safety Breathe out on hard
How relaxing elements within different poses. elements of pose.
yoga is.
 Table (Hands Flat, Elbows Ensure weight is evenly
Locked, Knees on ground) spread
 Cow(Same as table but lower
pelvic floor)
  Cat(Similar to cow but lift Hold for a few seconds
pelvic floor, Curve your back)
 Sunbird(Like table, Opp Hand, Ensure back is flat
Opp Leg)
 Child( Bum to heels, Keep
arms stretched) Focus on Breathing
 Modified Cobra (Hips on
ground, Look up to sky)
 Downward Dog (Elbows Only go to where feels
locked, Hands flat on ground. right
Knees locked, Heels on
ground) Ensure knee doesn’t go
 Lunge low warrior(Knee over over toe.
toes, Arms in air, elbows
locked)

3 minutes Conclusion: Students in a semi-circle around the  Increased HR  Prompt students.

Recap on cardiovascular endurance and teacher.  Running, swimming,  Direct attention to
Students
its effects. cycling etc task cards.
recognise the
 How can we improve endurance?
links to the
lesson and  What component of HRA were we
improving today?
have learnt
from them.  What other warm-up that we have
used in recent weeks could we use  How well did you  Discuss
today? work with your cooperation and
 What were the names of the three partner? communication
main punches we looked at today? verbally if time is
 How can you increase your limited.
flexibility?
 What poses were difficult?
 How effectively did you work today?