I can do it

Brainstorm a list of physical activities your students like to do. Ask students to tell you whether they can do them well, would like to do them better, or aren't interested at all.

Explain that the ability to do these things means they already have achieved a certain level of functional (I can) fitness.

Ask the students to suggest what would improve their ability to do the things they like.

E.g., if I could run faster, I could get to the goal sooner; if I could run longer, I could get to my friend's house without being tired.

Ask them to suggest ways to improve the fitness components they feel they need or want to improve.

Examples:

I could do stretching activities so I could be more flexible in dance class.
I could use the horizontal ladder in the playground to build up my arm muscles so I could throw a ball further.

From your brainstorming list, choose an activity that the majority of the class enjoys doing in physical education, but would like to do better. Then ask the class what they would need to do to improve. (You've just met a Goal Setting outcome! General Outcome "D")

Example: The class decides that floor hockey is a sport they all like, but they would really like to improve. Play for 15 minutes.

Then have the students identify the primary fitness component required. For this game cardiovascular endurance is the primary component, although both muscular strength and endurance are required as well. Now, can they brainstorm three activities they could do that would improve their cardiovascular endurance, and help them improve their ability to play floor hockey.

Examples:
Run to their friend's house instead of using the phone.
Chase butterflies and slow dogs.
Play the game with an older sibling to increase the pace.

back to top