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What's your type?- Outcome B (7-9)-4

 



The activities below have been chosen to demonstrate the relative strengths of the three Sheldon body types.

Start the class with a five-minute warmup. Explain to the students they will be doing three different types of activity and that they should make mental notes about how they feel participating in each activity.

  • As part of a games unit, try to have students participate in games that provide an opportunity for cardiorespiratory improvement. E.g., drills that include lots of running. Three on three games can ensure maximum participation and encourage running.
  • As part of the warmup have students challenge themselves with strength activities. E.g., passing a medicine ball, performing push-ups, holding a 10lb weight at arm's length for a full minute.
  • Provide an opportunity for students to stretch all body parts fully.

Let's talk about it

Ask students to reflect on which components of the class were easier or harder?

Now is a good time to review body types and their attributes. Keep the focus on the strengths of each body type. Let them know that everyone is a combination of each body type and few people fit one profile exactly. You may want to make the connection between the physical activity, how the students felt and the body types.

Variation (Grade 8/9)

Mirror Mirror on the wall (Influences on body image)

This can be done in a 15-minute discussion after an activity lesson or during a time when you don't have access to the gym or activity space.

Have the students tell you the celebrity or athlete they most admire and assign a body type to each. Use fitness magazines and fashion magazines and discuss the differences in body types depicted in each.

Ask students to list other influences on body image (parents, peers, opposite gender) and to decide for themselves whether those influences are positive or negative.

Have students reflect on the following question:
Would it be more difficult for an Olympic shot put thrower to run a marathon than a gymnast? Why?

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