ITL 528 II �Week 2: Lesson Map�Weight Training: Performance and analysis of Back Squat�John Haines

National University

Professor Kueny

10/9/2022

3 day lesson block: Overview

• I have decided on a 3 day block for this assignment. For safety concerns and for physiological consideration we don’t know perform a “core” lift more than twice a week and never on back to back days. With that in mind the week block will have 3 lessons, Instructional day, lift and video day, and finally a building of video analysis.

Standards: Weight Training Standards

• Weight Training Standard: 1.2: Observe and analyze the lifting techniques of another person (or oneself�through video) and write an analysis of the performance
• 1.6 Identify and apply the principles of biomechanics necessary for the safe and successfully performance of weight training.

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Standard: Visual and Performing Arts Standard�

• PK.MA:Cr1 Integrate multiple contents and forms into unified media arts productions, such as interdisciplinary projects or multimedia theatre, that convey specific themes or ideas

Standard:Literacy in History/Social Studies, Science, and Technical Subjects

• Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

Learning objective

• LEARNING OBJECTIVE #1 : “By the end of the lesson each student will be able to apply understanding, describe body position and demonstrate the elements of a barbell back squat.
• LEARNING OBJECTIVE #2: “By the end able to visually evaluate video of their own or another students back squat technique all including anatomical movements, biomechanics, and muscle activation including primary and antagonist muscles.

Content Text: Student Resources

• Content text can come in many forms written word, spoken word, video, diagrams, or models to name a few. To support the learning of the content by the students I have offered multiple forms of text for this lesson. In the absence of a text book, most lessons in this class have a PPT presentation which contains text related to the lesson. Within the lesson PPT there will be embed videos from YouTube. The videos used in the presentation are from valid sources and have direct application to the subject being taught. This lesson contained a number of supporting text videos focused on biomechanics of the back squat, anatomical activation and innervation, and application of techniques. Each video is selected for its content, understandability, language/ terminology used, and duration. The overall purpose of the embedded videos is to support written and spoke portion of the lesson and to assist the students that have inclination to learning by watching and listening.

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Content Text: Continued

• In addition to the videos, the PPT offers a variety of diagrams and anatomical models. In a similar fashion to selecting videos, the diagrams and models are selected for their ability to add to the lesson. Many of the diagrams/ models used in the lesson are anatomical or biomechanical in nature. The anatomical diagrams assist visual learners create a mental image of what muscles are being activated in a movement, the size and shape of specific muscles in a group, and location of a muscle being engaged by the movement. Similar to diagrams, interactive 3D models support student learning by creating mental images of muscles location, activation, and biomechanical perspective of movement, the back squat in this case.

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Content Text: Continued

Video, diagrams, and models are not the text selected for this lesson. As stated above, each lesson has a accompany PPT which also contains written text. All the videos, diagrams, and model in this lesson has an accompanying written description. In addition to supporting the class lecture, the written word in the presentation are intended to support learning outside the classroom. Again, all the PPT are available before and after the lesson for the students to review. This practice lends itself to add context to the videos, diagrams, and video in an asynchronous environment.

Multiple forms have been offered to meet multiple assets of learning. To improve the lesson in the future, each textual aspect of the lesson can be reviewed and different sources can be found that maybe more effective in supporting content.

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Lesson Plan Rationale: Prior Knowledge

• In terms of the class population the majority of the students have passed PE1 (Physical Education 1 is our basic Physical Education class that students are required to take in the 9^th grade, unless qualifying or assigned to ‘Adaptive PE’) with a ‘C’ or better and have a ‘Sophomore’ class standing as prerequisite to joining the class. The prerequisites are not always followed by our counseling department and a small group of students get into the class who you are ‘reclassified’ freshman and who have not successfully completed ‘PE-1”.
• In addition, I have a portion of my class that have a background in sports or physical activities. Many of the students who have participated in athletic endeavors may have been exposed to weight training as part of the training process. Even if the students with athletic backgrounds have not been exposed to weight training directly, are familiar with body control, achieving athletic positions, and completing athletic psychomotor movements.
• From a cognitive perspective in terms prior academic knowledge, a number of my students have applicable course work prior to joining the class or are working concurrently in applicable courses. number or my students are in or have taken: Anatomy, Medical terminology, care and prevention of sports injuries, Biology, and Physics. Each of these classes offer insight into anatomy, physiology, or biomechanics which could be applied to weight training.
• Prior to teaching the “Hands-on” application of squat technique, students will gain background information on anatomy, physiology, and biomechanics of movement. During this lesson the following terms will be used in the instruction of the squat exercise.

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Lesson Plan Rational: Big Questions

• What must a lifter do to maintain personal safety and effectively execute a barbell back -squat.
• What body positions must be maintained to successfully perform a barbell back squat exercise.

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Lesson Plan Rationale:

• The design of this block of lessons is to:
• Introduce muscles engaged, anatomical movements, and biomechanics of a back squat
• Provide and model the analysis of a back squat
• Provide opportunities to apply knowledge to performing a back squat
• Provide opportunity to work with peers to accurately analyze back squat exercise

Day 1 Instruction: Objective/ Outcome

• The objective for day is for the students to be introduced to the back squat for the purpose of performance and analysis. The students will learn the muscle engaged in the role of primary movers as well the muscles playing a antagonist role in the movement. This is scaffolded from prior lesson on the muscle groups of the upper and lower legs as well movements of synovial joints. In addition, the students will make connection between the exercise itself and the applicable anatomical and biomechanical movements.

Day 1: Overview of the lesson

• For the first day of the three day block we will start with the presentation of information as a class. Students will first be introduced to the execution of a back squat. Then they will presented with the anatomical movement and biomechanical information related to perform the back squat. When the presentation is complete the class will be divided into eight groups (we have 8 lifting racks in our weight room) of 4-5 per rack. Each group will provided a handout with the 13 points of emphasis for a back squat covered in the presentation. They will then take turns performing a back squat with an unweighted bar. While the one group member preforms the lift, the remaining members will point out phases of the lifts.

Day 2: Instruction: Objective/ Outcome

• The objective for day is for the students to preform a weighted back squat, visual analyze peers movement in real time, and record themselves performing one set of back squat. By the end of lesson the students will be able to apply anatomical and biomechanical consideration to the movement. In addition, the students, through group collaboration, will enhance their ability to evaluate the back through the stages of the lift.

Day 2: Overview of the lesson

• To start the day two of the back squat performance and analysis unit, there will be a modelling/demonstration for the whole class. The demonstration will with a student with prior knowledge of performance of a back squat and the teacher. The teacher will apply the thirteen point of emphasis to the performance of the student exercising. The students will then return to the eight groups established on Day 1 to lift. Each student will take a turn preforming at minimum of five reps of back squat and one student will “spot”. During the lift, a peer will record the group member lifting. Most students will record on phone but can use the class IPad if needed. The remaining members of the group will practice applying points of emphasis as a group.

Points of emphasis: Phases of the squat for analysis

13 points for analysis of the performance of the back squat. The is provided to the students throughout the lesson.

Lower Half: Pre-Squat

1. Feet placed shoulder-width/hip-width

2. Toes turned outward.

3. Lower body muscles contracted.

Spine/ Torso: Pre-Squat

1. Neutral Spine.
2. No hunch forward.

Not bending backwards.

Shoulders/Neck/ Scapula: Pre-Squat

1. Scapula squeezed together

2. Eyes & Head facing forward, Chin up

3. Bar resting on top of contracted trapezius muscle.

Eccentric phase: Lowering

1. Flexion of Hips & Knees.
2. Femur reaches 90 degrees at end

Moderate-Slow lift tempo

Concentric phase: Up

1. Quadricep, Gluteus & Hip muscles contracting.

2. Eyes & Head remain facing forward.

3. Press up completely until Knees & Hips are completely extended.

Day 3: Instruction: Objective/ Outcome

• By the end of day three each student will have completed or have made progress towards completing a video analysis of their back squat performance. The analysis will be video in nature and will cover the previously mentioned points of emphasis.
• The desired outcome is for the students to have a better understanding of the back squat and the technique used to safely preform the lift.
• They will be able to apply anatomical and biomechanical knowledge to the performance of an exercise.

Day 3: Overview

• Day three of this block of lessons is a work day. The opening of day three will be instructions and modeling by the teacher. The teacher will show a video of lifter performing a back squat and will model applying the point of emphasis to each phase of the lift. The students will upload the video from the previous day to Google Drive for ease of access (students set up Google accounts for the use of the Google suite of applications) The class will work individually to create an unique video presentation with voice overs of the analysis of back squat. The also have the option to create a presentation with screen shots of certain positions with corresponding points of emphasis. Either option meets the standard cited in earlier in the presentation. Once complete the students will submit via Google Classrooms.

Instructional Strategies

• Think-Pair-share: Day one had the element of think-pair-share to help apply knowledge from the presentation.
• Group Collaboration: Students will work together at multiple times throughout the lesson.
• Peer instruction: During the group collaboration on day two the students will give positive feedback to one another to improve both knowledge and performance
• Tiered activities/ Scaffolding: The lesson work hand in hand and build on each other
• Active Learning: The students actively apply the knowledge and build on throughout the lesson

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Academic Language Development

• Before the lesson begins, a vocabulary list is provided in Google Classroom.
• After day one, the students are asked to complete a three paragraph writing assessment in which they use the terminology from the vocabulary to describe the back squat.
• The students will demonstrate an ability to apply the vocabulary associated with the back squat in the video/ image analysis of the squat project

Academic Language Development

• Vocabulary:
• Concentric
• Eccentric
• Multi-joint movement
• Flexion
• Extension
• Quadricep muscle group
• Gluteus muscle group
• Hamstring muscle group

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Assessments

• Throughout the lesson, visual and verbal informal formative assessment will be used to provide feedback to the students. In addition, there is an informative writing assessment after day one lesson in which the students demonstrate an understand and application of vocabulary. At the conclusion of quarter a summative assessment of the back squat will be given. The rubric for the summative will be covered as part of follow up lessons.

Focus Students

3 focus students

Focus Student 1 EL student

• Throughout the “Learning Map” exercise I have used three students from my Weight Training classes. Each the group has unique needs and backgrounds. Address the uniqueness of each of their assets take some thought and planning. The first student of the focus group is “Miguel”. Miguel is a transfer student from Mexicali (border town about 8 miles south of SHS on the Mexican side of the border) with strong academic track record and athletic background. I choose Miguel as a focus student because he is in the initial stages of English develop. To support his developing English language skills, the use of Google has become a very effective tool. Google has many add-ons and feature that assist in translation of written text and through the closed caption feature it supports translation of video. In addition to the use of technology, the classroom community also supports Miguel’s learn. The majority of the students at our school have some level of Spanish skills and I use that as a asset when providing individual feedback.

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Focus Student 2

• The next focus student, Dominque or focus student #2, has an IEP. In another supporting assignment I described his accommodations as: “Dominque receives accommodations and interventions in two areas, one being use and understand of written word and behavioral needs in the general education classroom. His classroom time is divided up as follows according to his IEP: 28 % of time student is outside the regular class & extracurricular & non -academic activities, 72 % of time student is in the regular class & extracurricular & non- academic activities. Dominque has support to address his use of written word to complete work which also goes hand in hand with extended time. Currently, Dominque takes advantage of extra help with all his written work and uses the extra time given to work with his supportive services” In terms of this lesson and Dominque’s assets, my major consideration for Dom was the pacing of the lesson. Dominque is developing strategies to stay on task during class, but tends to stay on task if activities are broken up into smaller tasks. This lesson moves get the students moving from one task to the next and in the past Dominque does well with this format of lessons.

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Focus Student 3

• The third focus student, is Gabby, who is a senior with a 504 plan. I have a good relationship with Gabby and I have learned that has rough home life that negatively affects her performance. For another assignment related to focus students I described Gabby as: “Gabby is an amazing young lady who carries a lot of unseen burdens. Her ability to trust is still a work in progress, and in my opinion, may take a long time but it is understandable given the circumstances. She has shown many positive traits in terms independent thought and leadership”. Gabby brings prior knowledge to this class that assists her with terminology and vocabulary. During high school, Gabby has taken Medical Terminology and Care and Prevention of Sports Injuries, which introduced her to related subject matter. In addition to her applicable prior knowledge, Gabby has strong interpersonal communication skills as well as strong leadership ability. Throughout the class Gabby has thrived in a small group setting, especially when given a leadership role. For the lesson in question, small group work was a major part of the process.

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Focus Students and the lesson.

• FS1- To fully support “Miguel” we used Google translate throughout the lesson. Miguel also used Google translate to help with vocabulary. When “Miguel” struggled with the translation, we would used a number of videos from Youtube that translate easily. In addition, I help by using visual tools to create relationship between vocabulary and it application.
• FS2- “Dominque” needed support in the writing, reading, and application of terminology. To help support for this lesson, “Dom” came in and we spent time extra time working on anatomical terminology. What helped was asking to doing a movement and naming it. We focus on flexion and extension of the knee, hip, and ankle joint.
• FS3- This lesson played into many of the assets “Gabby” brings to the class. I put Gabby into a leadership role during collaboration. This assisted “Gabby” in staying on tasks and focus of the terminology. When in a leadership role, “Gabby” focuses on make sure she stays on tasks and does a great job keeping her group focused as well.

Formative Assessment

Digital – Video Analysis

Introduction

• Weight Training Standard: 1.2: Observe and analyze the lifting techniques of another person (or oneself�through video) and write an analysis of the performance
• As part of this lesson I will have multiple assessments. This assessment, digital- Video analysis, is a demonstration of application of knowledge of the movement. This can be an assessment of the lift itself and the ability to recognize technique proper technique as well anatomical/ biomechincal considerations.
• This assessment is an actual assessment from the lesson I presented in this presentation. It has multiple aspects to it as well but all have the common ground of using the video for the purpose of analysis.

Video Analysis Rubric

Choice board: 4 choices of assessment

Choice board and rubric

Choice board