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100% Me - Part 2Adapting-To-The-World

  • Subject: Physical Health
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  • Grade(s): 6-8
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Lesson Plan Sections


Introduction


Welcome to Athletics: Improving Your Athletic Performance, the second lesson in the Classroom Edition of 100% Me.

As we know, through sport, the characteristics of honesty, respect, selfless teamwork, dedication and commitment to a greater cause can be revealed. Sport lessons (good and bad) transcend the playing field, spilling over into the classroom, business and community, and contribute to shaping the character and culture of America’s citizens creating “True Sports for Life.”

A “True Sport for Life” may mean different things to different people. For example, it may include being a good sport, working hard and doing your best, and knowing that you are competing to the best of your natural abilities. It also means respecting yourself, your teammates, your opponent, and your sport.

This curriculum is designed to equip your students with the knowledge to make healthy choices in a variety of situations, help prevent the abuse of steroids and dietary supplements, and provide natural alternatives that leverage innate qualities. Your students will gain:
  • Skills for responsible and healthy decision-making
  • Healthy alternatives to performance-enhancing drug use
  • Skills for smart consumerism regarding dietary supplements and energy drinks
  • Heredity and body type knowledge
  • Tools for making balanced food choices
The 100% Me curriculum is easily adaptable to a variety of settings, including classrooms of various subject areas, integrated teaching, and even nontraditional classrooms like weight rooms and locker rooms. As a facilitator, be sure to utilize the online components to complement the 100% Me program:
  • usadakids.org: An interactive website for students with further information and activities.
  • USADA.org/education-tools: A resource for facilitators that includes:
    • Pre- and Post-Assessment Tests for each chapter of the 100% Me program
    • Student Enrichment Activities to enhance the students experience with the learning material
    • Other resources, publications and websites on nutrition, ethics, supplements and more.

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Overview


Athletic ability depends upon mental and physical activity, training, nutrition, sleep/recovery, and genetics. Balancing all these is difficult for anyone, especially a young athlete. However, with knowledge, preparation, and commitment, anyone can be successful. In this section, healthy and effective ways to maximize an athlete’s athletic performance are identified.

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Designated Content Area


Physical Education: Components of Physical Fitness
Health: Personal Health and Physical Activity

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Learner Objectives/Outcomes


Upon completion of Chapter 2: Athletics: Improving Your Athletic Performance, the student will be
able to:
  • Explain the mental and physical behaviors that lead to successful athletic performance.
  • Discuss the aspects of focus, attitude, decision-making, preparation, and goal-setting as they relate to the mental category of successful athletic performance.
  • Identify the aspects of skill, agility, endurance, speed, quickness, strength, power, flexibility, and balance as they relate to the physical category of successful athletic performance.
  • Describe the three keys to increasing strength and body size.
  • Define and provide examples of physical aerobic activities.
  • Explain the Center for Disease Control and Prevention guidelines for daily physical activity.
  • Analyze the relationship that food and exercise have to the human body.
  • Apply the mental and physical behaviors that are required to be a “True Sport for Life.”

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Alignment with National Education and State Education Standards


NASPE:
  • Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities.
  • Standard 6: Values physical activity for health, enjoyment, self-expression, and/or social interaction.
AAHE:
  • Competency 1.4.1. Identify factors that influence health behaviors
  • Competency 1.4.2. Analyze factors that influence health behaviors
  • Competency 1.4.3. Identify factors that enhance or compromise health
  • Competency 1.4.4. Analyze factors that enhance or compromise health
NHES:
  • Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health.
  • Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks.
STATE:
  • Refer to individual state education standards

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Instructor Preparation


As the facilitator, you will lead the discussion and guide the group through the activities identified in the lesson outline. You are not expected to be the “expert.” Your role is to be responsible for encouraging an open, sharing atmosphere.

Before the group meets:
1. Read the lesson outline and familiarize yourself with the content in both the Facilitator’s Guide and the Student Workbook.

2. Download and make copies of the “Athletics: Improving Your Athletic Performance” Pre- and Post-Test Assessments which can be downloaded at USADA.org/education-tools.

3. Choose extension activities to enhance the student’s experience. These can be found at USADA.org/education-tools.

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Materials


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Lesson Outline


1. Review the Six Pillars of Character® from CHARACTER COUNTS!® in Chapter 1 of the 100% Me Student Workbook as they relate to becoming a “True Sport for Life.”

2. Have the students complete the “Athletics: Improving Your Athletic Performance” Pre-Test Assessment.

3. Read the quote at the top of page 10 in the Student Workbook. Have the students write down what John Wooden’s quote means to them in the “My Turn” section on page 10. Ask a couple of students to share their responses. (John Wooden coached men’s basketball at UCLA from 1948 to 1975. During that time, the UCLA team won 10 National Championships).

4. Have the students review the mental and physical behaviors that improve athletic performance, and emphasize that the mental and physical behaviors are natural and healthy and do not encourage steroids, supplements, or harmful drug use, and that by following these guidelines the students can become a “True Sport for Life.”

5. Explain that there are two main components of a successful athletic performance:
  • Mental
    •  Focus – concentration through the game
    • Attitude – determines how much fun you are have
    • Decision-making – contests are decided by who makes the fewest mistakes
    • Preparation – having a plan for the game
    • Goal-Setting – establishes measurable outcomes
  • Physical
    • Skill – required set of skills for a specific sport
    • Agility – the ability to execute precise movements
    • Endurance – performing for a long time without getting tired
    • Speed – being fast
    • Quickness – the ability to make sudden bursts of movement over short distances
    • Strength – the ability to apply a maximum force to an object
    • Power – the combination of strength and speed
    • Flexibility – the ability to use joints through their potential range of motion
    • Balance – a state in which your body remains reasonably steady in a held (static) or moving (dynamic) position
6. Ask students if they can think of any other pieces to the mental game. (Possible answers: confidence, experience, anticipation, etc.)

7. Ask students if they can think of any other pieces to the physical game. (Possible answers: nutrition, hydration, rest, recovery, etc.)

8. Emphasize that many athletes are obsessed with gaining strength or muscle but the key is balance as there are so many components to a successful athletic performance. Strength is just one component of successful athletic performance.

9. Refer to the “Basics of food and exercise” on page 12 of the Student Workbook. The idea of gaining or losing body weight is simple. If the food consumed matches the energy exerted, body weight stays the same.
  • Use the “hourglass” as an illustration of the concept. If sand or food comes in faster than sand or energy goes out, the hourglass fills up with sand or weight is gained. The opposite is also true.
10. Discuss the three keys to increasing body size and strength:
  • Training – the only way to add muscle naturally
  • Nutrition/Hydration – gives the body fuel to build muscle
  • Sleep/Recovery – gives the body time to recuperate in order to make progress

11. Explain that the mental and physical components of athletic performance as well as training, nutrition/hydration, and sleep/recovery are important fitness guidelines for all individuals—not just those involved in organized sports.

12. Stress the “60 minutes of physical activity per day” guidelines established by the Center for Disease Control and Prevention.
  • Participating in vigorous to intense aerobic activity three days per week.
  • Describe the benefits of aerobic activity to the body
  • Running, cycling, swimming, speed walking
  • Participating in muscle strengthening activities three days per week such as push-ups.
  • Participating in bone strengthening activities three days per week such as jumping rope or running.
13. Ask students to complete the “Setting Goals” section on page 12 of their workbook. You could also do this activity as a class, setting goals for today, next week and the year while incorporating the Six Pillars of Character® from CHARACTER COUNTS!®. With goals, remember to:
  • Mix it up.
  • Use short-term and long-term goals.
  • Make it measurable.
  • When the end is reached, there should be no doubt as to whether the goal was met.
14. Explain the “My Turn” story about Jason on page 13 of the workbook. Have a student read the story to the group and ask the students to answer the questions that follow the story. Ask the students to share their answers with the class when finished.

15. Describe the “USADA Salutes” section of the workbook on page 13 and the role that athlete plays in being a “True Sport for Life.”16. Ask students to turn to the “Thinking it Through” section on page 14 of their workbook.
  • Review the components of being a “True Sport for Life,” and ask them to think how focus, attitude, decision-making, preparation, and goal-setting can help them achieve this goal.
  • Have students list their responses in each of the areas of their lives.
17. Refer to the websites listed in the workbook on page 14. Show the websites and their interactive capabilities of the websites with the students using the technology equipment in the classroom/gym.

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Review and Wrap Up


Review the primary components of the chapter:
  • The “Mental” aspects of athletic performance
  • The “Physical” aspects of athletic performance
  • The relationship of food and exercise
  • The importance of training, sleep/recovery, and nutrition/hydration
  • The importance of achieving 60 minutes of fitness per day
  • The way that students can apply the content of the chapter to become a “True Sport for Life”

Evaluation
Have students complete the Chapter 2 “Athletics: Improving Your Athletic Performance” post-assessment and score. Compare assessments to the student’s pre-test to determine which items need to be reviewed and modified for future classes. Post-assessments can be found at usada.org/education-tools.


Word(s) of the Day
  • AEROBIC ACTIVITY: Physical activity such as running, cycling, or swimming, that increases the functioning of the heart, lungs, and blood flow which serves to maximize the amount of oxygen in the blood. Blood flow is increased to the muscles and carries away waste products such as carbon dioxide and lactic acid.
  • HYDRATION: The human body is about two-thirds water which is critical to maintain body functions of the cells, organs, muscles, and blood. Foods such as fruits and vegetables, milk, juice, water, and sport drinks can provide proper hydration to the body.

Multicultural Infusion Strategies
Divide the class into small groups. Allow each group to select a country that participates in the summer or winter Olympic Games. Have each group investigate their selected country, draw the country’s flag, and determine the sport or sports in which the country excels. Have students translate the mental and physical game terminology into the language of their selected country.
  • Display the sports, flags, and translated terminology in your gym or classroom.

Website References

Curriculum Infusion of Additional Subjects
  • History: Have students develop a sport milestone chart detailing the development of Olympic competition. Students may include the mental and physical attributes of the athletes that participated in the game events.
  • Science: Ask students to select several aerobic activities that can be analyzed for their benefits to the human body.

Student Enrichment Activities
Student Enrichment Activities can be found at usada.org/education-tools.

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Links


100% Me Student Workbook
: Download the complete corresponding student workbook..

100% Me: Part 1—Decision Making: Why My Choices Matter: In this first 100% Me lesson, 6th-8th grade students will gain skills for responsible and healthy decision-making.

100% Me: Part 3—Steroids and Supplements: The Truth About Performance-Enhancing Substances: In this third 100% Me lesson, 6th-8th grade students will develop skills for smart consumerism regarding dietary supplements and energy drinks.

100% Me: Part 4—Our Unique Qualities: Genes, Traits and Body Types
: In this fourth 100% Me lesson, 6th-8th grade students will investigate heredity and gain body type knowledge.

100% Me: Part 5—Nutrition: Putting My Plate into The Picture
: In this fifth 100% Me lesson, 6th-8th grade students will learn about tools for making balanced food choices.

Facilitator’s Curriculum Evaluation: Your feedback is greatly appreciated to ensuring our programs are changing behaviors and attitudes while increasing students’ knowledge on these important topics.

That's Dope: Part 1—The Edge: Investigating Healthy Performance Strategies
: In this first That's Dope lesson, 9th-12th grade students will look at healthy alternatives to performance-enhancing drugs and effective ways to naturally improve athletic performance without using steroids.

That's Dope: Part 2—Over the Counter: Evaluating Dietary Supplements: In this second That's Dope lesson, 9th-12th grade students will examine dietary supplement manufacturing issues, including the potential for contamination, possible health effects and advertising.

USADA True Sport Awards Program: Teachers, districts and students can enter to win a True Sport Award for their middle or high school program.

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