Beginning Weight Training, Lecture notes of Anatomy

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Beginning Weight Training

Developed By:

Rory Magana

David Campos

Jason Norris

CWU Physical Education Department

Table of contents

Section 1- Unit Block

• Block plan

Section 3- Assessment Plan and Assessments

• • Lesson Section 2- Lesson Plans
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Lesson
• • Assessment • Assessment Plan
• • Assessment
• • Assessment
• • Assessment
• • Assessment

• Sheet 20: Shoulder Shrugs
• Sheet 21: Front Shoulder Raises

Section 6- Resources

• Resource and Equipment List
• Figure 1 Gym Set Up
• Figure 2 Chest development
• Figure 3 Leg Development
• Figure 4 Back Development
• Figure 5 Bicep Development
• Figure 6 Triceps Development
• Figure 7 Shoulder Development
• Anterior View- Anatomy Sheet
• Posterior View- Anatomy Sheet

Course Documents

• Grade Sheet
• Course Syllabus
• Parent’s Letter
• Weight Room Terminology Sheet
• Personal Workout Tip Sheet
• Muscle Chart/Anatomy Sheet

Weight lifting Unit Block

CLASS INTRODUCTION LP #

Upper Body Development LP # Assessment

Upper Body Development LP # Skill assessment # Chest/ Legs task cards 1-

Upper Body Development LP # Assessment #12 New lift sheet

Upper Body Development LP # Skill assessment # Chest/ Legs task cards 1-

Lower Body Development LP #

Lower Body Development LP #

Lower Body Development LP # Skill assessment # Chest/ Legs task cards 1-

Lower Body Development LP # Assessment #12 New lift sheet

Lower Body Development LP # Skill assessment # Chest/ Legs task cards 1-

Upper Back Development LP #

Upper Back Development LP # Back Task Cards #1-

Upper Back Development LP # Skill assessment #

Lower Back Development LP # Assessment #12 New lift sheet

Lower Back Development LP # Skill assessment #

Bicep Development LP #

Bicep Development LP #

Bicep Development LP # Bicep Task Cards #1-

Bicep Development LP # Assessment #12 New lift sheet

Bicep Development LP # Skill assessment #

Tricep Development

Tricep Development LP #

Tricep Development LP #

Tricep Development LP # Dumbbell exercises Skill assessment # Assessment

Tricep Development LP # assessment #

LP

Tricep task cards #1-

Deltoid Development

Deltoid Development

Deltoid Development

Deltoid Development

Deltoid Development LP #28 Skill LP # 29 LP # assessment

LP #26 LP

Assessment

Shoulder task card #1- Assessment

Instant Activity:

No instant activity today.

Set Induction:

Welcome, class to weight training. In this weight training class you will be learning a variety of different lifts and exercises that

you will be able to integrate into your personal workout. The personal workout you develop should be geared towards an activity of yourchoice. For example, if you like wrestling integrate exercises that will help with gripping and power. If you enjoy basketball, apply exercisesthat will make your lower body strong. The tip sheets will help you with your program. This class will be a great way to become familiar withthe techniques and knowledge needed when lifting weights. Today we will read the syllabus and talk about the terminology and assessmenthandouts. The anatomy sheet will help you study the muscle groups that you will be using. Today we are going over some of the things youwill learn in this class.

MAF/Instructional techniques

Extensions

Refinements

Applications

•^

Gather students in weightroom. Have them find aplace to sit down.

-^

Pass out syllabus andread over together as aclass.

-^

Also pass out anatomysheet.

-^

Start off by explainingprotocol.

-^

Make sure exerciseequipment is workingproperly a day before, justin case you have lots oftime after.

-^

Encourage students tobring a pair of weightgloves and a towel.

-^

We will go over thesyllabus and then talkabout the anatomy sheet.

-^

Lets start off with the rules,When I say go I want youto do the task I’ve givenpromptly. And when I saystop I want you to placewhatever piece ofequipment on the racks oron the floor and pay closeattention to the next task orcue.

What do you do when I say, stop?

•^

Terminology sheet is insyllabus; randomly choosestudents to read out loud aword and its meaning.

•^

There are several termsthat you should familiarizeyourself with. The weightroom terminology sheet

•^

Terminology like auxiliarylifts. Auxiliary lifts are liftsthat do not workout youcore. Some include bicep

What are auxiliary lifts?

will help you get familiarwith words used in theweight room.

curls, shoulder pressesand many others.

•^

Demonstrate how theweight should be grippedand placed on the barbell

•^

Barbells weights arecircular looking (hold up orpoint to one whenpresenting).

•^

Always hold the weightswith the letters facingaway from you. Holdingthe weights like this allowsyou to have a better gripwhen moving weights fromplace to place.

-^

When you place theweight on the barbell placethem with the letters facingthe bench and rememberto always use collars.

Why should you hold the weightwith the letters facing away fromyou?

Informing task

: The weight room is a fun and exciting place to be in if all rules are followed. We have to remember that safety is the most

important thing in the weight room. Other than safety, I would like to go over weight room etiquette. There are some very important points toremember when you are in here. First of all, there are not enough pieces of equipment for each student. Therefore, we have to shareequipment. When you are not using a piece of equipment allow others to use. When you want to use someone’s piece of equipment ask themnicely if you can jump in. Remember, make sure you put the weight he/she had when you got there. Also, wipe off the sweat with a towel ifpossible. Always put place weight equipment where they belong, this makes it easy for the next person to find (inform students that they willbe given a pop quiz on weight room etiquette).

•^

Give rules of the weightroom.

•^

First of all always makesure you have a spotter,never lift without one. It isdangerous to lift without aspotter because you neverknow when you need help.

•^

Spotters should always beobserving the lifter. Whenyou are spotting someonekeep your eyes on thelifter until they are done.

What are collars used for? Whatdoes a spotter do?

•^

Show students were thedumbbells belong.

•^

Second, do not dropweights on floor.

-^

When placing barbellsback on the rack do itslowly and safely.

•^

Slowly lower weights tothe ground. Make sure youalways use collars. Liftingwithout collars isdangerous because theweight can fall onsomeone’s toes.

What do you do when I say go?

Physical Education

Introduction to various bench press exercises.

Lesson plan # 2

Objectives: (Specific, Behavioral, Assessable)

Student objectives: 1). By the end of class students will be able to demonstrate the proper technique in the flat, decline and incline bench press (NASPE 2,EARL 1.1, 3).

A.) Straight wrists B.) back flat on bench C.) feet flat on floor D.) arms forming an L shape

1. Students will be able to name the muscle used during the flat, decline and incline bench press (EALR 1.1, 3).

A.) Pectoralis major and minor.

Teacher objectives

Equipment: (for a class of 30)

•^

30-50 jump ropes

-^

Several benches that can be used for flat incline and decline bench press (5 each)

-^

Anatomy sheet (use previous sheet)

-^

Weight lifting gloves

-^

30 Wooden dowels

-^

30-35 dowels

-^

Five question quiz (use assessment #13)

Quiz:

Before we start today you are going to take five question quiz. When you are done with the quiz place them in the turn in box.

Instant Activity: (

Advice students to meet you in the gym a day before this lesson). I would like each student to get a jump rope and find

personal space. There will be three timed sessions you will see how many jumps you can get in during that time. The first session will be 30seconds with a 30 second rest. The second session will be 45 seconds with a 45 second rest. The last session will be 1 minute. (I will askstudents if they know how to use a jump rope. If there are any students that do not know how to use the jump rope. I will give them theopportunity to give there best effort or they can jump in place). Note: modify or completely change instant activity if there is no available gym. Set Induction:

Today, class you will be learning about three important exercises in weight training: flat, incline and decline bench press.

These bench presses work out your chest muscles entirely which include the pectoralis major and minor (have students bring in their anatomysheets). Every bench exercise for the chest is performed the same way. Once you can do the flat bench press you should be able to do everychest exercise on the bench.

MAF/Instructional

techniques

Extensions

Refinements

Applications

-^

Gather students inweight room from thegym.

Informing Task:

Before I introduce any bench press equipment I would like for us to start with push-ups. Performing push-ups is very similar

to bench press on a bench. When I say “go” I would you in your own personal space. Go.

•^

Have a couple ofstudents demonstratethe push-up, so youcan pinpoint importantpoints.

-^

For those not able toperform a push-up withthere feet extended,have them do them ontheir knees.

•^

I will first demonstratethe correct techniquefor a push-up.

•^

First, when performingthe push-up, lay on yourstomach with your toespointing to the floor andyour palms facing thefloor.

-^

Second, lift yourself upwith your arms.

-^

Third, come down untilyour arms form an “L”shape.

-^

When performing thepush-up remember notto stick your butt out.

(Ask whole class) what muscles are youusing when performing the push-up?

perform your benchpresses.

Informing Task:

Performing flat bench press on a bench is very similar to a push-up. We will start with the flat barbell bench press. I would

like for all of you to gather around the bench (choose a bench to demonstrate on). Your spotter should position his hand in the center of thebar just in case you hit the bar. When I say, go. I would like for your assigned group to start practicing the flat bench press, use only the bar.Go.

•^

Have an advancedstudent demonstrateflat barbell benchpress. This allows youto point out key points.

-^

Demonstrate flatbarbell bench press.

-^

Have advancedstudents teach otherstudents the benchpress afterdemonstration.

-^

Make sure everystudent can seedemonstration bysimply asking them ifthey can all see.

-^

Advice students tobring in their anatomysheets the day beforethis lesson. They willbe writing the musclesname on the sheet.

•^

The first step in thebench press is to liedown on your backwith feet flat on thefloor.

•^

First, when performingthe flat bench pressmake sure you keepyour back and bottomflat on the bench.

-^

Keep a note in yourmind that the bar isbehind you, make surethat you look back tomake sure you do not hitthe rack on your waydown.

-^

Next, keep your feetplanted flat on the floorthroughout exercise.

What muscles do you use when performingthe bench press? Why should you look back when goingdown on the bench?

•^

Tell students theimportance of keepingstraight wrists.

-^

If there are anystudents that are reallyhaving trouble using

•^

Now position yourarms on the bar untilthey form an “L”shape.

•^

In this position first, tryto keep your wrists asstraight as possible. Thistechnique keeps yourwrists from taking all thepressure.

Randomly choose students to give you acue that have been stated. What part of your body should always betouching the bench?

the barbell, have themuse the woodendowels to practice.

•^

Second, make sure allyour fingers are rappedaround the bar.

Third, try getting an even gripon the bar.

•^

Make sure studentsare getting all theinformation bychecking forunderstanding.

•^

Lift the bar off the rackand bring bar downslowly to chest. Touchthe middle of yourchest with the bar.This is the startingpoint (4-5 seconds).

•^

In this position try not tobounce the bar off yourchest.

-^

Keep the bar as stableas possible.

How should your wrist be when lifting thebar?

•^

It is easier if you havean advanced studentperform this exercise,so that you can pointout what full extensionlooks like.

-^

Post a terminologysheet on wall to remindstudents what theterminology means.

•^

Now lift the bar untilyour arms are fullyextended, but don’tlock your elbows (3-4seconds) this is onerep or end point.

•^

Remember not to lockyour elbows.

-^

Keep your back on thebench.

-^

Try not lifting your buttoff the bench.

Should the bar be moving to side to sidewhen lifting the bar?

•^

Post an anatomy sheeton the wall to remindstudents wheremuscles are located.

•^

To set the bar back onthe rack give yourpartner a signal thatyou are done. “Ok” or“done” are perfectsignals. Your partnershould guide the barback to the rack.

•^

Always have a spotter.

-^

Never lift without one.

-^

Spotters should stand inthe back of the rack.

-^

Spotter’s hands shouldbe under the bar but nottouching the barthroughout the lift.

Why do you need a spotter?

Informing Task:

(teacher chooses a bench to demonstrate on and asks one of his advanced students to perform the lift) Stop; now I would

like you to gather around, so that Billy can demonstrate the incline bench press.

The incline bench press exercise is similar to the flat bench;

the only difference is that the bench is in an incline position. Be careful not to hit your head on the way down. When I say go I would like for

Informing Task:

The decline bench press is also similar to the flat and incline bench press, in regards to the form and technique. The main

difference is that the bench is set in a decline angle.

•^

Make sure everyonecan see by simplyasking everyone if theycan see.

-^

Teacher or studentsdemonstratesexercise.

•^

Sit on the bench andthen slowly lower yourupper body downtowards the bench.

•^

Be careful not to hityour head on the bar.

Do we want to bounce the bar on our cheston this chest exercise?

•^

Point out the musclesbeing used during thedecline bench press(lower pectoralismuscles and anteriordeltoids).

•^

Now position yourarms the same wayyou would on the flatand incline benchpress. Position yourarms until they form an“L” shape.

•^

Remember to keepyour wrists as straightas possible.Try not positioningyourself to far down thebench.

On the incline barbell bench press do youhave to touch your upper chest?

•^

Have studentsstraighten out weightequipment for the nextclass.

-^

Allow students topractice if time allows.

-^

Inform students thatthey will be assessedfor form not how muchweight they can do(assessment will takeplace on the followinglesson, by a partner).

•^

Lift the bar off the rackand slowly lower thebar towards your lower

chest slightly

under your nipple area.On this exercise youshould touch yourchest.

•^

Remember back flat onbench with natural arc.

-^

Straight wrists.

-^

Remember to becareful when you arelying down on thebench.

See if everyone in the group can at least doone set of 10-12 reps, before class is out(teacher, ask students to raise their hand iftheir entire group performed at least one setof 10-12 reps).

Closure/Assessment

•^

When should we bounce the bar?

-^

What letter of the alphabet do your arms and forearms make in all chest exercises?

-^

What muscles do you use when performing the bench press?

-^

You don’t have to touch the barbell to your chest in what barbell bench exercise?

Instant activity:

(Start class in ass, to start off we are going to play ultimate Frisbee (class will be spread out into even teams, one team will

have pennies). The objective of this game is to try to get the Frisbee past the goal line. The player with the Frisbee can only take three stepsand hold the Frisbee for three seconds. If the Frisbee is dropped, Frisbee is turned over. The defending team can not guard the person withthe Frisbee. When one team scores the Frisbee is turned over to the other team and the game resumes. Set Induction:

Having strong chest muscles helps athletes in several different sports. In basketball, wrestling, football, boxing, and several

others.

MAF/Instructional techniques

Extensions

Refinements

Applications

-^

Gather students in weightroom.

-^

Have enough sheets foreach student.

-^

Have students find apartner and team up withtwo other partnershipsmaking a group of six.There should be fivegroups of six students.

-^

Today, students willperform each exercise atthere own pace.

Informing Task:

Today, class I will give minimal instructions and you will be mostly on your own. You will continue practicing your techniques

on flat, incline and decline bench press. You will also be assessed by one of your partners. You will give your partner feedback on their lifts.Don’t just mark on their sheet if they did not perform the lift correctly. Explain to them why they did not perform the lift correctly. One of yourpartners will be spotting you while another one checks your form. Each one of you will have an Assessment Sheet that checks your form forevery chest exercise. You will perform each exercise a minimum of three times, before moving on to the next exercise. This is not a race;perform at your own level. It is o.k. if it takes you longer to master the form. When you complete your assessment please place them in theturn in box. How many times are you going to perform each exercise? When I

say “go” I would like for your group to go to your assigned

bench. Please send one of your group members to grab an assessment sheet and pencil for each person in your group. Go. Also, startthinking about making your own personal workout that will help you in a sport or activity of your choice.

•^

Have students join theirgroups.

-^

Have one student pick upassessment sheets # 1 forall students in his group.

-^

Have advanced studentsteach other students thebench press if needed.

-^

Walk around and observeall students.

-^

Remind students that theycan use a wooden dowelinstead of the barbell to dotheir assessments.

-^

When you finish with yourassessments stay there.Don’t move on becausethe other group might stillbe assessing. I will informyou when you can moveon. Do some extra setswhile your group waits.

•^

Please only use weightthat is comfortable and notto strenuous.

•^

Remember the cues formor previous lesson whenassessing each other.

-^

Remember, one partnerspotting and anotherchecking for form.

-^

Lifters must always have aspotter.

-^

Your forearm and upperarm should form an “L”

-^

Spotter should alwayswatch the lifter.

-^

Keep your palms up underthe bar so you can helpthe lifter.

-^

Use a wide grip so thatyour arms will be parallelto the floor and your lowerarms will be straight up.

-^

Lock hands around bar.

-^

Keep your back andbottom flat on the bench.

-^

Be sure to have an evengrip on the bar.

-^

Keep your feet planted flaton the floor.

On your last set see if you can dofive more reps, while keepingstrict form.

Informing Task:

Stop. You are doing a really great job class. Remember to follow the assessment sheet. Go.

•^

Continue to observestudents.

-^

Watch out for safetyhazardous.

•^

Remember all the cueswhen performing your lifts.

•^

Keep your upper back andbottom flat on the bench.

-^

Be sure to have an evengrip on the barbell.

See if your group can do 3 sets of10 reps with at least a two-minutebreak in between.