Video A-Go-Go: Build Your Own Circuits Unit

Standards:
NASPE
1, 2, 5, 6
CCSS
RST2, RST6
AASL
1.1.1; 1.1.4; 1.1.6; 1.1.8; 1.2.3; 1.3.1; 1.3.4; 1.4.2;
2.1.2; 2.1.5; 2.1.6; 2.2.4;
3.1.1; 3.1.3; 3.1.4; 3.1.6; 3.2.1; 3.2.3; 3.3.1; 3.4.2; 3.4.3;
4.1.8

A collaborative unit that explores fitness and encourages students to research and evaluate
different exercises. They will research activities online that address key fitness priorities,
evaluate and document their sources, work with classmates to evaluate these activities on the
basis of the rigor of the exercises, whether they meet the fitness objective and if they
enjoyable, and fulfilling the goal of lifelong fitness, to their peers.

Students will research appropriate exercise elements. When exercises have been selected and
peer evaluated, students will video record their fitness routines using iPads. They will then
create a short fitness video using editing techniques in iMovie, leading students through the
fitness activity.

The required components for this video include:
The appropriate number of suggested reps or minutes per exercise (as per indicated by
research)
3-5 exercises per station.
A combination of shots to create variety and proper demonstration of the fitness
routine. These videos will be edited in to the final project
Appropriate music shall be used to help motivate viewers, using music from
Soundzabounds or other royalty-free or ***creative commons use music. Copyright
protected music shall not be used.
A final video summary from the project team, each reflecting on the process of
research, video creation, and the final product according to rubric.
Supporting paperwork (research notes, peer evaluations, rubrics) as outlined in Step 5
of the project.


Ryan Felden
Karen Nowak
Heidi Nowicki

Section 1: The Research

In small groups, students will be explore resources to meet the needs of one of five fitness
components / workout stations:
Cardiorespiratory Endurance
Strength
Strength / Endurance
Muscular / Endurance
Flexibility

The exercises need to include exercises that alternate and emphasize different parts of
the body and/or muscle groups to effectively work out for the desired circuit/station.
[have students define what the circuit does for the body, have them identify what
muscles their different exercises address]<<HHN create sheet for students to organize
material>>
The research will be documented and resources will be presented in MLA format works
cited page. EasyBib will assist with this.
Research will use credible sites with proper professional backing to ensure safe
components to fitness regime.
Students will consult a range of sources.
Between 6-10 different exercises should be gathered for each circuit.
Each circuit will incorporate 3-5 exercises performed for 2 minutes each, then rotate to
a new exercise.
Students should feel free to use equipment that can be easily incorporated into a fitness
circuit.
Your research will inform a properly executed, full circuit of training. For groups
presenting on Cardiorespiratory Endurance, select exercises that meet Cardio needs, but
can be abbreviated to circuit training (stair stepping, for instance). Groups researching
cardio do not need to plan for 60 minute training sessions, in other words.

Section 2: The Peer Test
The exercises need to be peer evaluated before the project can move on. Two subject
groups pair up and lead each other in your exercises.
The purpose of this exercise is twofold.
o First of all, students can assist their peers in proper form, and explain why each
exercise is in this circuit. This is an essential component of the final video:
explaining how an exercise is properly performed and demonstrating it.
o The peers can explain to the leaders which exercises they enjoyed most and why.
Creating an enjoyable workout is essential to fitness success, so this feedback
will guide the final selection of the best exercises to go into the video
production.
Peer review check-off sheets <<HHN Create these>> will assist in reviewing the
exercises. This sheet needs to be turned in with final project documentation.

Section 3: Video Filming

Using an iPad, videorecord group members accurately performing exercises.
Use whatever range of videorecording angles necessary to accurately demonstrate
appropriate movement and range.
Students will need to explain how to do the exercises properly. This can either be
recorded as the original video recording or can be edited into the final product.
The video segment should meet the guidelines of a properly executed, full circuit of
training as dictated by your research.
Video reflection that clearly and fully explains the video production process. This may be
a video recorded message by students, or some sort of voice-over with images. All
students in group must add their reflection.

Section 4: Video Editing
Edit video into finished piece. Video should include:
3-5 exercises, clearly demonstrated by group for duration of the circuit
Those same exercises clearly described during demonstration (this can be recorded with
the video or can be provided via voice over after production).
Royalty free or creative commons music track
Video reflection at end of piece


Section 5: Full Project Submission.
Upload Video to Camera Roll (or YouTubeto be determined)
Submit Research Forms
Submit Peer Evaluation Check off Sheets
Submit Group Assessment
Submit Video Evaluation Sheets of Videos Your Group Evaluated




FINAL PROJECT CHECKOFF SHEET



Peer Evaluation Check-off Sheet (from in-class demonstration of exercises)

Upload Video to Camera Roll (or YouTubeto be determined)
Submit Research Forms
Submit Peer Evaluation Check off Sheets
Submit Group Assessment
Submit Video Evaluation Sheets of Videos Your Group Evaluated