HRA-Lesson 1

Student name: Sheila Marrinan No of Pupils: 26

Date: 7th November 2016 Class: 5th year- Seoirse Class Length: 60 minutes
Pupil’s previous knowledge/skills/experience: The students have never engaged in HRA as a strand in isolation before. Most students would regularly
perform warm-up and cool downs when engaging in activity, however, many are unaware of the reasons for doing them.

How has the previous lesson informed my planning for this lesson? N/A

Lesson Focus: The focus of this lesson is on the importance of a warm-up and a cool down when engaging in physical activity. Students will also learn to take
their heart rate and will be introduced to the effects of physical activity on the body.

Lesson Outcomes: Assessment:

The students will be able to understand the key components and the benefits of a Questioning will be used to check for understanding throughout the
warm-up and a cool down. (Cognitive) class.
The students will be able to measure heart rate before and after engaging in Students will take their pulse and note the difference between it
cardiovascular activity and examine the difference between each. (Psychomotor) before and after exercise.
The students will be able to discuss the effects of physical activity on the body and Whole class discussion on effects of physical activity on the body.
rate how they feel on Borg’s Rate of Perceived Exertion. (Affective)

Resources/Equipment Needs: Station cards, mats, music, Borg’s rate of perceived exertion card, Heart rate task card, watch, whistle.
Safety Considerations:
 Ensure proper footwear and clothing is worn.
 All jewellery should be removed.
 No chewing gum allowed.

Time & Focus Activity Development Organization & Management Teaching Cues Adaptations
Skill, tactical, Task development, progressions, learning Diagram showing organization of Behaviour prompts Strategies to meet the
knowledge, experiences, and game-skill practice-game students Teaching cues needs of diverse learners
social, or sport specifics Managerial task statements Diagram or pictures
education Instructional task statements

 Introduce myself to students. Students in semi-circle around

6 minutes Outline rules, routines and expectations. teacher.
Ask students to add any they think is
Cognitive & appropriate. Justify rules.
 Components of
Affective  Prompt students
an active
Explanation of  Introduction to Health Related on components
lifestyle: CVE,
what HRA is Activity: identify and explain what HRA of healthy
Flexibility,
and it’s use. covers. lifestyle.
Muscular
 Relate to other strands of PA.  Relate HRA to
strength &
 HRA: the maintenance and : Teacher students own
Endurance,
development of active and healthy sporting
alternative
lifestyles. : Students experiences.
activities.
 We will look at some alternative
lifetime activities throughout the six  Reduces risk of
weeks. injury
 Increased ROM
 Today’s lesson will introduce students  Increases blood  Allow students
Overview of to concept of warm up and cool down, circulation to discuss
what we will the components of each and reasons  Rehearsal of answers in pairs
be looking at why we perform both a warm up and movements before sharing.
today. cool down. Why do we warm up/cool  Speeds up  Prompt students.
down? recovery process
What are the effects of warm up on the  Gradually
body? decreases HR
3 minutes  Measuring HR: Teacher will
demonstrate how to take pulse.  Don’t use thumb.  Give option of radial
Psychomotor Students will be given a task card  Look at the diagram or carotid artery.
& Affective detailing the instructions. Students will on the task card to
 take their own pulse and record it on a guide you.  If students wish, they
Teach record sheet. can try checking
students how  Teacher will explain the relevance of their peers’ pulse.
to take their heart rate.
pulse and why
it is
important.
Warm up:
8 minutes  Students will run inside an enclosed  Jog
space while the teacher calls activities  Skip
Psychomotor for them to follow. Examples of  Hop
Fun method exercises include skip, hop, touch the  Jog backward
of loosening floor, jump in the air, change direction  Jump
most muscles etc.
and getting  Call dynamic stretches for the students  hamstrings
the student’s to do.  quads
= students
body temp.  Call group number for students to get  groins
risen. into. Start off with two’s or three’s and  calves
then get them to split the class : Circulating around gym  arm swings
depending on the number.

Triangle Tag
Students get into groups of 4. Three
students link arms and the other one stays
out; they are the attacker. The student in
the middle is it and the 2 on the outside
are the bodyguards who protect it. While
maintaining the link the body guards must
protect it from the attacker.
If the attacker tags it then they swap
places.
2 minutes  Students recheck their heart rate to  60 seconds  Give out task cards if
identify the cardiovascular effects of a  Write it on sheet. students need to
Psychomotor warm up. recall how to
& Affective measure HR.

Gain student
awareness

Introduction to Circuit: Walk through the

4 minutes circuit and get a demonstration at each  Give clear teaching  Allow student
Psychomotor station. Show any adaptations or points and safety demonstration
Students to progressions. Get students into pairs and points for each depending on ability.
raise their HR assign each pair to a station. Have each station.
during the pair practise at their station to finish the
circuit warm-up.

14 minutes  Circuit 1: Perform the circuit with a  Reinforce by

Psychomotor work to rest ratio of 1:1. Each period is providing  If fitness levels are
30 seconds. Give students a 4 minute demonstrations. poor, students can
break after completing the circuit. take a longer rest
period or work at a
10 minutes  Encourage students lower intensity.
Psychomotor  Circuit 2: Complete the circuit again. to keep going.
Students to This time have a work to rest ratio of : Stations
work harder 40:20. The students should get a
at the circuit. harder workout and their heart rate
should increase.
2 minutes Students rate how they feel on Borg’s Rate In a semi-circle around the teacher.  Be honest
on Perceived Exertion and teacher asks the  Respect others
Affective students to explain why they are at the honesty
Awareness to stage they are.
alternative
methods
2 minutes  Check heart rate after main activity.  60 seconds  Give out task cards if
Note the difference between before  Write it on sheet. students need to
Psychomotor activity, after warm up and after recall how to
& Cognitive workout. measure HR.

Get students
thinking
about the
effect of
activity on the
body.
Cool-Down:  Hamstrings  If students
6 minutes Gradually decrease heart rate by doing a  Quads display particular
slow jog/walk. Complete stretching.  Calves knowledge get
Psychomotor  Groins them to call the
 Arm swings stretches.
Awareness of
an effective  Lower heart rate by engaging in
cool down. meditation. Students get mats and lie on them
to engage in meditation, lowering
heart rate.

3 minutes  Take heart rate for the last time to  Write it on the  Give out task
identify effects of a cool down. sheet. cards if students
Psychomotor,  Recap on importance of a warm up and need to recall
Cognitive & cool down and in relation to heart rate. how to measure
Affective HR.
 What are the benefits of a warm-up  Raise your hand if
Recap to and cool-down? you have the
make sure  What should be involves in a warm-up. answer.
aims were  How did the activities have an effect on  Come on guys ye
understood the heart rate? know this.
and got to.  Which activities had the most  What happened
effect/least effect? when ……..?
 Do you think Borg’s Rate of Perceived
Exertion is accurate and why?