Indiana University Physical Education Lesson Plan

Teacher Name: Mr. Miller Unit/Lesson Focus: Weight Room- RDL, Grade/Level: High School Equipment: All
Squat, Legs equipment available
Safety: 1. ALWAYS have a Resources: https://www.advancedhumanperformance.com/blog/master-your-hip-hinge-rdl- in weight room
spotter! mechanics
2. ALWAYS use a clip on both Dr. Joel Seedman, Ph.D. , ” 12 CUES TO MASTER YOUR HIP HINGE AND RDL”
sides of the bar. http://bonvecstrength.com/2016/04/07/7-simple-cues-improve-squat-form/
3. ALWAYS have even weight Tony Bonvechio, 2016, “7 Simple Cues to Improve Your Squat Form”
on each side of the bar.
4. ALWAYS take the same
amount of weight off each
side of the bar when
unloading it.
5. ALWAYS pay attention.
Injuries happen in the weight
room when people are not
paying attention to what is
happening around them.

SHAPE National Standard Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits,
individual-performance activities, aquatics, net/wall games or target games).24 (S1.H1.L1)
Demonstrates competency in 1 or more specialized skills in health-related fitness activities. (S1.H3.L1)
Psychomotor SLO Students will be able to show that they understand the safety rules and cues for the various leg exercises, Squat, and RDL.
Students will be able to show competency in the performance of two of the three main exercise we will be focusing on in this
class.
Assessment Students will explain the rules of lifting safety (having a spotter, clips, loading and unloading) while performing the
legl exercises, squat, and RDL exercises with a partner while I observe them do the exercise with correct form.

SHAPE National Standard Applies the terminology associated with exercise and participation in selected individual-performance activities, dance,
net/wall games, target games, aquatics and/or outdoor pursuits appropriately. (S2.H1.L1)
Creates a practice plan to improve performance for a self-selected skill. (S2.H3.L1)
Cognitive SLO Students will be able to state the names of the different equipment we will be using and what they are used for (barbell,
dumbbell, bar clip, squat rack, bench press, platform, etc.), as well as use the equipment properly.
Students will be able to follow a plan of exercises they need to work on and then reflect on which muscles they worked and
what they need to improve on.
Assessment Students will tell me the names of the equipment there are using during the exercise when I prompt them to.
Students will practice each exercise on their own showing they know how to properly do the exercise, spot their partner, load
the bar with weight, and unload the bar in a safe manor.
SHAPE National Standard Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or
othersin a selected skill.27 (S2.H2.L1)
Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance. (S4.H2.L1)
Affective SLO Students will be able to give and receive feedback to and from myself and their peers during their practice of the exercises.
Students will be able to conduct themselves using proper weight room etiquette, respecting their classmates, the equipment,
and the other people in the weight room with us.
Assessment Students will receive feedback from myself and their classmates without complaining, and will respectfully give others the
safe kind of feedback.
Students will show that they can use proper weight room etiquette while using the equipment and putting it away during the
class.

Introductory Statement
(Anticipatory Set)
Today is day five of our weight room unit. We have covered rules and safety, squatting, benching, and straight-leg deadlift,
and have done two upper body auxiliary workouts. Today we are going to work on two of our main lifts (squat and RDL) with
a leg-day workout. And as always we are going to end with some core work together as a class. Who can tell me what muscle
groups we will be working during our leg extension exercises? Right, quadriceps. What about the leg curl exercises? Right,
hamstrings. Keep those muscle groups in mind as we work today. Let’s get started!

Physical Education Instructional Plan

Time Task & Skill Progression
10:10- Students will come into class and find a
10:12 locker to place their belongings and get
ready for class.
10:12- Students will circle up around me and find a
10:22 partner of about their same size. We will
then go over to the cues for the RDL with a
student demo from Rob. Then the students
will do 4 sets of 5 reps with their partner or
group. They will record their weight on their
Cues/Critical Elements Organization of
Students/Space
Students will find a locker to
put their stuff in and get ready
for class to begin.
-Bend At The Hips Students will circle up and
- Keep The Hips Tall Throughout review the cues for the RDL,
- Maintain a Soft Knee Position then they will partner up and
- Don’t Use An Excessively Large Range Of Motion do the exercise with their
- Maintain A Rigid and Neutral Spine partner or group on the
- Keep The Core Tight platforms.
- Push the Knees Out Laterally But Not Excessively
 lift card. When they are done they will
move over to the bench press.
10:22- We will move over to the squat rack where
10:32 the students will listen to me list the names
of the different equipment and safety
precautions for loading and unloading
weight for the squat exercise. I will then
have a student perform a demo while I
demo a proper spot. Then the students will
again do 4 sets of 5 reps with their partner
or group while recording their weights on
the lift card.
10:32- Students will go over the other leg exercises
10:50 with me before they start and then they will
have time to break apart with their partner
and do the exercises on their own while
recording their weights.
10:50- Students will come back together at the end
10:55 of class for a core workout. We will to a
pushdown lower ab exercise together.
When we are done the students will be
dismissed.
- Keep The Weight Close To The Body/Center Of Mass
- Flex the Lats Throughout
-double over grip or over under grip are okay
-hands tightly wrapped around the bar about should width apart
and centered on the bar
-feet are shoulder width apart and facing forward
-head, neck, and back remain straight through movement
-knees are slightly bent. Not straight, but not too bent
-pick the bar all the way up off the floor until hip are extended,
then go back down until hamstrings are tight
-bar rests on top of traps while centered on the bar Students will circle around the
-hands grip the bar tightly while being even on either side squat rack and observe a demo
-feet are a little wider than shoulder width apart and toes are for squatting a spotting while
slightly pointed out also going over safety and the
-head is up, back is straight, and chest is out equipment being used. They
-unrack and take a step or two back do the exercise with their
-with weight on heels and knees behind toes go down until your partner.
knees make a 90 degree angle and then come back up
-spotter will be directly behind with hands under the arm pits or on
chest ready to help the squatter is they need help
-to rack the weight a spotter should push the bar all the way against
the rack before they squatter sets it back in the rack
We will go over cues for various lifts during the class. Too many to Students will listen to cues for
put in this box. Lifts listed on the card. All have different cues. new exercises then break apart
Similar cues will be: to do them with their group.
-Always have spotter!
-Use proper weight, not too much, not too light
-Push legs down to ground for standing partner Students will come together for
- try not to let your legs hit the floor for partner laying down. a group core exercise at the
end of class.