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By Treavor Gelsinger

History

The setting is 1960’s Russia during the winter. Temperatures are freezing, the

wind is howling, and a young jumps coach from the Moscow Aeronautical Institute

named Yuri Verkhoshansky was in charge of devising a training plan for Olympic

athletes. Previously, Russian athletes had been encouraged to either participate in winter

sports such as skating, or to jump around outside in the snow. Neither was ideal for

competing against the best athletes in the world. On one particularly cold day where no

outdoor training was possible, Yuri found a barbell and a small area where they could

work out, which happened to be under a set of stairs. Introducing a set of conditioning

exercises, he modified the routine to make the exercises more specific to jumpers as time

went on. In the spring, he found that the exercises had been of great benefit to the

jumpers, and “shock therapy” was born. Jumpers and sprinters from Russia and other

eastern European countries began to dominate in the Olympics for much of the late

1960’s and early 1970’s. A group of American coaches, confounded by the success of

these athletes, decided to travel there and investigate. Bringing back the knowledge of

this unconventional training method, Fred Wilt named the activity plyometrics. Plyo

means “to increase,” and metric means “to measure.” In short, plyometrics is an activity

that leads to a measured increase in athletic performance. Today, it is one of the most

widely used training and conditioning methods in the world, from football to basketball

to running and sprinting. Although coaches have been using the activity for years to

prepare athletes, Tony Horton’s P90X included a plyometric workout that vastly

increased the popularity of the concept to the general public. Even for the average

nonathlete, plyometrics can be beneficial. Incorporated into your normal fitness routine,

it can lead to increased balance, endurance, strength of muscles and connective tissues, a

boost in metabolism due to the sheer intensity of the exercises, and a massive calorie

burn. Most importantly, however, it really increases your confidence to push your body’s

limits and make measurable progress. The human body is an amazing thing, and

plyometrics really helps us get the most out of it.

Equipment

Boxes – Many of these exercises require a sturdy box, an aerobic step, a stair, or a bleacher to jump on to.

Medicine balls – Although most of these exercises only require body weight in order to achieve results, adding a medicine ball can increase the difficulty.

Cones – Useful as targets. Yoga mat – If you want a clean, non-slip surface this can be a useful tool.

Music – Especially in an intense workout like this, music can be a crucial motivating tool to help you fight for that extra rep

Stopwatch – Many exercises are performed for a set amount of time, and having a stopwatch is both easier and more effective than counting in your head.

Heart rate monitor – For inexperienced athletes, a heart rate monitor can tell you when to push yourself harder and when to ease up. Even for experienced athletes, a heart rate monitor can help you push yourself to the next level.

Notebook – It is important to track your progress from workout to workout. Goal setting is one of the most important aspects of improving physical performance, and writing down where you’ve been helps you figure out where you’re going.

A positive, enthusiastic attitude!

The Human Body

Depending upon who you talk to, there are between 650 and 850 muscles in the human body. These range from the cardiac muscle of your heart, to the smooth muscle of your digestive organs, to the skeletal muscle that we typically think of when we hear the word “muscle.”

On the next few pages, I will be discussing the major muscle groups that we are aiming to target with our plyometric workouts.

Quadriceps

Anatomy: made up of vastus medialis, vastus intermedius, vastus lateralis, and rectus femoris

Function: primarily knee extension, also hip flexion Exercises: knee extension, lunges, squats, leg press Stretches: standing quadriceps stretch

Hamstrings

Anatomy: comprised of biceps femoris, semitendinosus, and semimembranosusFunction: primarily knee flexion, also hip extensionExercises: leg curls, squats, lunges, deadliftStretches: standing hamstring stretch, seated toe grab

Calves

Anatomy: comprised of gastrocnemius and soleusFunction: heel elevationExercises: standing calf raises, seated calf raises. The calf muscles are involved in a lesser extent in most leg exercises, much like the forearms in the upper body.Stretches: standing calf stretch, seated toe pull, downward facing dog

Gluteals

Anatomy: comprised of gluteus maximus, gluteus minimus, and gluteus mediusFunctions: primarily hip extension, also leg abductionExercises: lunges, squats, leg press, lying glute push up, adbuctionsStretches: lying gluteus stretch

Abdominals

Anatomy: comprised of rectus abdominus, transverse abdominus, external obliques, internal obliques,Functions: spinal flexion, torso rotation, stabilizationExercises: sit-ups, crunches, leg raises, planks, side planks, side bendsStretches: lying back arches

Chest

Anatomy: comprised of pectoralis major and pectoralis minorFunction: bring humerus across chest (fly motion), move shoulders forward in shrugExercises: bench press, chest fly, cable crossover, dips, pushupsStretches: arms behind back

Shoulders

Anatomy: comprised of deltoid, trapezius, levator scapulaeFunction: scapular elevation (shrugging), pulling shoulder blades together, pulling shoulder blades down, move arm away from bodyExercises: shrugs, lateral raise, front raise, military press, cleansStretches: arm across, arm circles

Biceps

Anatomy: comprised of biceps brachii, consisting of long head and short head.Function: forearm flexion, forearm supinationExercises: cable curls, dumbell curls, rows, pullupsStretches: wall twist

Triceps

Anatomy: comprised of the triceps brachii, which has three heads: a lateral, medial, and a long head.Function: elbow extension, arm adductionExercises: pushdowns, dips, lying extensions (“skull crushers”), close grip bench pressStretches: behind head pulldown

Note, these are NOT all the muscles we will be working in these unit. However, these are the large muscles and muscle groups that we will be focusing on and are important to know a little bit about. This being said, let’s continue on to the rules for this activity…

Rules

For the instructor… Give students ample time to grasp any move Visually determine that most students can perform the move you are teaching

before going on to a new movement It is important to communicate proper body alignment and technique to the

student Be sure to set down protocols for what to do in the event of an injury Give students frequent water breaks and slow the pace if students are struggling.

For the students… Proper attire should always be worn. This includes athletic shoes and clothing that

allows for free movement Listen and follow all commands of the instructor Use all equipment properly Do not touch other participants unless asked to by the instructor If you feel exhausted or light headed, alert the teacher immediately Only do what you are capable of! If you don’t think you can handle an activity, use

variation to make the exercise easier, or return to a march if that’s still too hard. If it’s too easy, use variation to make the exercise appropriate for your level of fitness.

For plyometrics… Students should land softly, like a cat, to avoid unnecessary stress or even injury from

this high impact activity Warm up thoroughly before starting Start slowly with jumps and gradually build up Always work large muscle groups before working smaller muscle groups Be sure to work opposing muscle groups Breathe! Get those muscles the oxygen they need. Never hold your breath Cool down and stretch at the conclusion of your workout

Terminology

Aerobic: 15 minutes or more of exercise done in your target heart rate zone. An example is long-distance running.

Aerobic cool-down: The period at the end of an exercise session in which intensity is reduced to bring down the heart rate.

Agonist: a muscle that is directly responsible for the joint movement observed

Alignment: The relationship of the body segments to one another. Proper alignment features balanced agonist and antagonist muscle pairs.

Anaerobic: Short burst of exercise. For example, 40 yard dash or power-lifting.

Antagonist: A muscle that acts in opposition to the action produced by an agonist muscle.

Atrophy: Wasting of muscle size resulting from disuse.

Ballistic Stretching: A stretch using rapid, bouncing movements.

Basic loco-motor steps: These are considered to be walking, running, hopping, and jumping.

Cardio-respiratory fitness (CRF): Related to the capacity of the heart-lung system to deliver oxygen for sustained energy production, CRF is the ability to perform large muscle movement over a sustained period.

Carotid pulse: An arterial pulse point located in the neck about one inch below the jaw line, next to the esophagus.

Concentric muscle action: Contraction of muscle that causes the muscle to shorten.

Endurance lifting: performing 8-12 repetitions before reaching momentary muscular failure

Exercise intensity: the specific level of physical activity at which a person exercises that can be quantified (example: heart rate) and is usually reflected as a percentage of one’s maximal capacity to do work.

Flexibility: The possible range of motion around any joint.

Hypertrophy: Increase in muscle size due to overloading

Lactic acid: A by-product of glucose metabolism that builds up during a workout, producing fatigue and soreness.

Momentary muscular failure: A point at which your muscles are too fatigued to perform any more repetitions.

Muscular endurance: The capacity of a muscle to exert repeated force.

Muscular strength: The maximum force that can be exerted by a muscle of muscle group.

Overloading: Lifting more than the body is used to. Muscle growth occurs as a result of muscle fibers being damaged and then repairing themselves, so to grow muscle there is a continual process of damage followed by repair through the use of overloading.

Rating of perceived exertion (RPE): A scale that correlates the participant’s perception of exercise effort with the actual intensity level

Repetition: Performing an exercise completely one time

Resting heart rate: The number of heartbeats per minute after the body has been at complete rest for at least 10 minutes.

Set: Performing as many repetitions as you can during a certain amount of time, or performing as many repetitions as you can before reaching momentary muscular failure.

Static stretching: A stretch that holds the desired muscle under tension without pain for at least 15 to 30 seconds.

Strength lifting: Performing 5-8 reps before reaching momentary muscular failure

Talk test: A method for measuring exercise intensity using observation of respiration effort and the ability to talk while exercising.

Target heart rate: The number of heartbeats per minute that indicates appropriate exercise intensity levels for each person. Also called training heart rate.

Target heart rate range: The exercise intensity that represents the minimum and maximum intensity for safe and effective exercise. Also referred to as training zone.

Tone lifting: Performing 12-20 repetitions before reaching momentary muscular failure

Warm-up: The early phase of a workout or exercise session designed to ready the body for vigorous activity.

Lead up activities

1) Name of Activity: Body Composition TagPurpose of Activity: To reinforce the concept of body composition and the importance of having a healthy body composition. Prerequisites: Knowledge about body composition: body composition is the amount of fat cells compared with lean cells in the body mass; lean body mass is the nonfat tissue of muscles, bones, ligaments and tendons; its important to have a certain amount of body fat: not too much and not too little; to have good body composition one needs to be physically active, have proper nutrition, and rest. Materials Needed: 2 cones to post signs, two marked off areas for safe zones, scarves or some type of identification for fat cells to hand off once tagged by someone else. Description of Idea: Have 2-3 fat cells that are the taggers (they hold the scarves to identify they are "it"). Everyone else is lean body tissue. There are two areas located in the gym that are safe zones. They are identified as nutrition and rest. The lean body tissues can use these safe zones to prevent getting tagged. There can only be 2 people per safe zone and they can stay for 15 seconds or less. The students who enter the nutrition zone have to name a nutritional food (to the teacher) to be able to stay in for the full 15 seconds. If they do not name a nutritional food, they must leave the safe zone immediately. The objective is for the fat cells to tag lean body tissue. If a fat cell tags a lean body tissue then the lean body tissue becomes a fat cell and the fat cell becomes lean body tissue. When the fat cells tag a lean body tissue, they give the new fat cell their scarf. Remember, good body composition contains three traits: physically active, nutritional food and right amount of rest.Variations: Increase / decrease the number of fats cells, depending on the class size. Increase / decrease the amount of time allowed in the safe zone. Try to keep the entire class active and moving!

2) Name of Activity: Muscle MatchPrerequisites: Knowledge of muscles in body, examples of stretches for specific muscles. Materials Needed: A gymnastics mat or sectioned off area for the Muscle Mat; One large picture or drawing each of 10 different muscles; a separate picture or drawing of a corresponding stretch for each of the 10 muscles pictured above. Description of Idea: Lay out all the pictures (muscles and stretches) face down on the gym floor. Place the Muscle Mat off to the side, away from the papers. Students skip around looking at the pieces of paper, sneakily, and placing them back where they found them. The students must find a match (a muscle and its corresponding stretch). When a student finds a match he/she must run to the Muscle Mat and call out “Muscle Match!”. On that cue, the class will stop skipping and face the Muscle Mat. The student will then point out the match. Teacher flips them over. If correct, the whole class must do that stretch with the appropriate muscle for 10 seconds. If incorrect, the teacher leads the whole class in the appropriate stretch for the muscle (stretch won’t be the one on the card). Continue until the students find all matches or time is up.Variations: Extend this into a homework assignment or research project. They can search for additional stretches for that muscle. Then, they can teach it to the class.

Assessment Ideas: Students will demonstrate knowledge of which stretch goes with which muscle when they can identify/find the muscle that goes with the stretch and vice versa. Also, assess how students stretch. When stretching as a class, observe if students are stretching the right muscles and if they are stretching it in the right way (no bouncing or bobbing).Teaching Suggestions: Begin with 6 muscles and a stretch for each. Increase the number of muscles and stretches each year or as each grade increases knowledge.

3) Name of Activity: Nutrition FitnessPrerequisites: Students will need to know how many servings of each section of the food pyramid are appropriate to eat per day. Materials Needed: Lots of 3x5 index cards (number varies based on class size); 8 poster boards with an easy-to-read food pyramid guide on one half, and velcro attachments set up in the shape of the food pyramid on the other half; one dome cone for each index card. Description of Idea: The purpose of this activity is to review the appropriate servings from the food pyramid. Students will engage in physical activity through this warm-up using teamwork and cooperation.1. Students are divided into teams of 8 (size of teams depends on class size).2. Scatter 3x5 index cards in the center of the gym with a dome cone covering each one. Write the name of a food on the front of each card and a fitness activity on the back (for instance, apple on the front and 5 lunges on the back). Attach velcro to all of the cards, so students will be able to velcro them to their team pyramid.3. Place the teams around the perimeter of the area--each with one of the poster boards.4. When the music starts, each team sends 1 person to the center to pick up any card (from under a dome cone) and bring it back to the group. The group looks at the food and if it will fit on their pyramid, they velcro it on. Repeat (send a new group member for another card).5. If they do not need any more servings from that food group, they complete the fitness activity (on the back of the card) together. The person that picked the card up originally, takes it back. Repeat (send a new group member for another card).6. Teacher should check pyramids for accuracy when student's complete activity.Assessment Ideas: Have students turn completed pyramid in for a group grade.Teaching Suggestions: Review the amount of servings that are appropriate from each section of the pyramid. Discuss the importance of keeping junk food and desserts to a minimum. Discuss how the group worked as a team in determining the appropriate servings and correct areas to place cards on their pyramid.

4) Name of Activity: “Deal or No Deal”Prerequisites: Understanding of how to play Rock, Paper, Scissors.

Description of Idea: Each Friday before our lesson, we play "Deal" or "No Deal" as an Instant Activity. I am "Howie" and will call different students up one by one to play "Deal or No Deal." I call out a particular exercise that we will be playing for, such as 15 Jumping Jacks. After calling out the exercise, I ask the student "Deal" or "No Deal" using hand gestures as seen on the actual show. If the student says "Deal", he/she accepts the exercise and stays up in front to lead the class in that exercise. But if he/she says "No Deal", he/she will play Howie in a game of Rock, Paper, Scissors. If the student wins, the class doesn't have to perform that exercise. But if Howie wins, he/she stays up in front of the class to lead the exercise. Select 5 or 6 students each week to play the game. The classes love it when they beat Howie!

5) Name of Activity: TOG (Jog-Tag) Prerequisites: Students must have skills in chasing, fleeing and dodging Suggested Grade Level: 6-12 Materials Needed: Pinnies to identify the taggers Description of Idea: The activity takes place on a track or around the outside perimeter of a gym. Two or three taggers start at one end of the track while the rest of the class starts at the opposite end. All students (including taggers) are instructed to run in one direction around the track. On the signal, the students begin to run. The taggers work to catch up with the rest of the students. Once a student is tagged, they turn and jog on the outer edges of the circle, running in the opposite direction of the students who have not been tagged yet. This allows them to stay safely out of the chase, and also allows everyone to see who is left to be tagged. Eventually taggers and students lap each other, causing students to develop tactics for getting passed the tagger. Taggers are allowed to turn and tag someone behind them, but not run in the opposite direction.It often gets interesting as one student will wait for another to be a decoy, then several students will race by the tagger. When only 2 or 3 students remain, they become the new taggers. The new taggers put the pinnies on, and the game begins again. Often 2 rounds will last about 5 minutes and the students get a tremendous aerobic workout without feeling as though they've been made to run continuously for several minutes.Assessment Ideas: Have students take their heart rate to see if they have acheived an exercise heart rate.

6) Name of Activity: Tic-Tac-ToePrerequisites: Students must know how to play Tic-Tac-Toe Materials Needed: 1 Paper with several Tic-Tac-Toe squares that are filled with appropriate warm-up activities for age group and 1 pencil per pair of students Description of Idea: Children divide into partners and get a sheet of paper with tic-tac-toe squares on it. In each square is a description of a warm up activity/exercise. The child with the nearest birthday goes first and picks a square. Both children have to do that activity and then the first child marks an X in the square. The next child picks a square for both children to do and then puts an O in the square. The game continues until one of the children gets tic-tac-toe or it is a draw. If a pair of partners completes their game before everyone else allow them to play again with the second child going first.

7) Name of Activity: “Spot on” Fit is It! Suggested Grade Level: 4 - 8

Materials Needed: 25-30 poly spots, CD Player and music Description of IdeaThe game is set up using the basketball court as the boundaries. The poly spots are scattered inside the basketball court. Each student gets a partner and stands together outside the boundary line. One partner will begin when the music plays. He/she will run and touch a certain number of spots with his/her foot. Teacher gives the the number of spots to be touched before the music begins. The student may not touch the same spot twice. While one partner is doing this, the other is doing a fitness exercise from one of the 4 fitness components, such as crunches, until the partner returns. As soon as the partner returns, they switch. This continues until the music stops. When the music stops, give a new number and a new fitness exercise. Play the music for them to resume play. This is a continuous activity until the music stops. Have the students check his/her heart rate throughout the activity.Variations: Have middle schoolers select the exercise to be done on side-line from a list found on a poster board. They can not repeat any activity.

Lessons

Lesson # 1 out of 10 – IntroductionObjectives:-Students will demonstrate proper stretches for each major muscle or muscle group.-Students will demonstrate understanding of where each muscle is located and what they do.

Equipment: 9 cones, 9 pieces of paper saying the muscle name, function, exercises, and stretches, worksheet for each student to complete

Lesson Content:

1) Teacher will distribute worksheet to each student and go over instructions for completing it.a) Worksheet will have 9 questions, one for each of the major muscles or muscles groups listed

above.b) For each question, student will write down the name of the muscle, its location, its function,

exercises targeting that muscle, and stretches they can do for that muscle.i) Quad – Location? Function? Exercises? Stretches?ii) Hamstring – Location? Function? Exercises? Stretches?iii) Calves - Location? Function? Exercises? Stretches?iv) Gluteals - Location? Function? Exercises? Stretches?v) Core - Location? Function? Exercises? Stretches?vi) Chest - Location? Function? Exercises? Stretches?vii) Shoulders - Location? Function? Exercises? Stretches?viii) Biceps - Location? Function? Exercises? Stretches?ix) Triceps - Location? Function? Exercises? Stretches?

2) Teacher will give a brief lecture on the 9 muscles and muscle groups, using a powerpoint to display the location of each muscle if a computer and projector are available, or a poster if not.a) State name of muscle group, what it’s comprised of, location, function, exercises targeting that

muscle, and stretches they can do for that muscle.b) Students will fill in blanks of their worksheet listening to this presentation

3) Station – Introduction to musclesa) Split students into 9 groups. One group will go to each station, marked by a cone. Cones will be

placed in a large circle, evenly spaced around the outside edge.b) At each station, there will be a piece of paper attached to the cone stating the muscle name,

function, exercises, and stretches. If a student missed a blank on their worksheet during the presentation, they can find the answer now on this sheet.

c) Also attached to the cone will be another sheet of paper with a task for students to complete.i) The task will either be an exercise or a stretch. It will give directions how to do it.

(1) Ex. Quadriceps – Standing quad stretch.(2) Hamstring – Wide legged bent over hamstring stretch(3) Calves – Downward facing dog(4) Gluteals – Lying gluteal stretch(5) Core – Cobra pose(6) Pectorals – Arms behind back pushdown chest stretch(7) Shoulders – Arm across shoulder stretch(8) Triceps – Partner Resistance triceps overhead extension using towel.(9) Biceps – Partner Resistance biceps curl using towel

ii) If equipment is needed, such as a towel for partner resistance exercises, instructions on how to use it and where to put it will also be given

d) Students will spend 2 minutes at every station. The teacher will yell “ROTATE,” signaling a switch.i) Students will move clockwise around the stations. For example, if they were just at station 5,

they would move counterclockwise to station 6.4) Students will hand in their worksheets, which will be graded for correct completion.

Safety Considerations: Teacher maintain a back to the wall teaching style during the muscle station portion of the lesson, moving quickly around the gym to answer questions and ensure proper technique on all stretches and exercises.

Lesson # 2 out of 10 - LegsObjectives:-Students will get their first taste of exercise in a group setting.-Students will demonstrate technique in performing each of the exercises.-Students will demonstrate understanding of how this workout benefits their fitness, what muscles were worked, and how they can incorporate a routine like this into their own lifestyle.

Equipment: Poly spot for each student (lined up in 3 staggered rows), one poly spot on both sides of the teacher (for student demonstrators), workout log for each student to record how they did, CD player and speakers

Lesson Content:1) Teacher will instruct every student to go to a poly spot and explain how rotations work. The first row

goes to the third row, third to second, second to first.2) Warm up

a) March in place – 30 secb) March in place – knees out – 30 secc) Run in place – 30 secd) Run in place – butt kick – 30 sece) Lunges – 30 secf) Lunging drill – 30 sec – lunge down, then quickly jump and switch feet so you’re lunging with

your other leg.g) Deep prayer squat – 30 sech) Standing quadriceps stretch – 30 sec, 15 per side

3) Workouta) Round one

i) Jump squat – 30 secii) Run stance squat – 30 sec – front toe lined up with back heel in running stance. Squat down 3

times, and on the fourth jump and face the other direction. Repeat.iii) Airborn heisman – 30 sec – Jump laterally, bring opposite leg to chest in the Heisman trophy

stance. Repeat other direction.iv) Swing kick – 60 sec – Swing one leg over an imaginary stool, then the other. Repeat back

and forth.b) Round two

i) Squat reach jump – 30 sec – Like the squat jump, but reach into the air and fight for more height

ii) Run-stance squat switch pick-up – 30 sec – Like the run stance squat, but you jump and switch sides after every squat.

iii) Double airborn heisman – 30 sec - Like the airborn heisman, but add a “step-step” in between Heisman poses. High knee through these steps as if you were going through a set of tires.

iv) Circle run – 60 sec, 30 each direction - Keeping head and shoulders steady and pointing forward, run around the poly spot.

c) Water break – teacher will ask students what muscles were worked by which exercisesd) Round three

i) Jump knee tuck – 30 sec – elbows at side, hands out in front. Keeping head and shoulders still, jump and bring knees to hands.

ii) Mary katherine lunges – 30 sec – like the lunge drill at the beginning. Lunge, hands straight up or on hips, jump and switch sides.

iii) Leapfrog squat – 30 sec – in a wide squat stance, jump forward twice, then back twiceiv) Twist combo – 60 sec – for the first 30 sec, students will grab “ski poles” with feet together

and still upper body, and hop and point their toes to the left, to the center, and to the right,

staying in place. For the second 30 seconds, students will jump 180 degrees and face the opposite direction.

e) Round fouri) Rock star hop – 30 seconds – 15 each side. Think opposite of jump knee tuck. Instead of

getting knees to hands, you’re kicking heels to butt, while making a big strumming motion with your arms and rocking out on your air guitar.

ii) Squat jack – 30 seconds – two regular jumping jacks, two behind head, squat down and continue jumping jack motion

iii) Lateral leapfrog squat – 30 seconds – like leapfrog squat, except you jump laterally to the left, then to the right instead of front and back.

iv) Hot feet – 60 seconds – 30 each foot – standing on one foot, jump forward, back, left, right, making a cross on the floor. Repeat this pattern as fast as you can.

f) Water break – teacher will ask students what muscles were worked by which exercisesg) Bonus round

i) Baseball throw and catch – 60 sec – 30 each side. Get on the pitcher’s mound, high knee, throw a fastball, squat down and catch it like the catcher. Repeat.

ii) Basketball catch and shoot – 60 sec – 30 each side. Step right, catch a pass, bring it in, shoot a jump shot. Repeat.

iii) Football hero – 30 sec – Juke left, right, left, right. High knees 8 times backwards. Repeat.h) Cool down – teacher and students will discuss health benefits of this routine while performing the

cool downi) Easy run in place – upper body ballistic huggers – 30 secii) Easy imaginary jump rope – 30 seciii) Wide leg bent-over hamstring stretch – 30 seciv) Downward dog calf stretch – 30 secv) Cat stretch – 30 sec - Know how cat’s arch their backs? Mimic that. Spine up, head down.

Then repeat in opposite direction, arching back and looking up.vi) Quad stretch – 30 sec, 15 each side

Safety considerations: Emphasize soft landings and proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson # 3 out of 10 – Chest and armsObjectives:-Students will demonstrate technique in performing each of the exercises.-Students will demonstrate understanding of how this workout benefits their fitness, what muscles were worked, and how they can incorporate a routine like this into their own lifestyle.

Equipment: Poly spot for each student (lined up in 3 staggered rows), one poly spot on both sides of the teacher (for student demonstrators), workout log for each student to record how they did, CD player and speakers, chair for each student, pullup bars, one medicine ball and hand towel for every pair

Lesson Content:

1) Teacher will instruct every student to go to a poly spot and review how rotations work. The first row goes to the third row, third to second, second to first.

2) Warm upa) March in place – 30 secb) March in place – legs out – 30 secc) Run in place – 30 secd) Run in place – kick butt – 30 sece) Leg kicks – ballistic huggers – 30 secf) Overhead reach chest stretch – 30 secg) Arm extension chest stretch – 30 sec

h) Arm across shoulder stretch – 30 seci) Elbow up arm behind tricep stretch – 30 secj) Arm circles – forward, backward, hand down backward, hand down forward – 60 sec – 15 for

each3) Workout – (note: go over variations such as negatives and modified versions during demonstrations)

a) Round onei) Regular pushup – 30 sec – as many as you can doii) Chair dips – 30 sec – as many as you can doiii) Wide grip pushup – 30 sec – at teacher’s paceiv) Chin ups – 30 sec for each partner, as many as you can dov) Close grip pushup – 30 sec – at teacher’s pacevi) Chair dips – 30 sec – at teacher’s pace

b) Water break - teacher will ask students what muscles were worked by which exercisesc) Round two

i) Clapper pushups – 30 sec – as many as you can doii) Pull ups – 30 sec for each partner – as many as you can doiii) Decline chair pushups – 30 sec – as many as you can doiv) Chair dips – 30 sec – as many as you can dov) Dive bomber pushups – 30 sec – as many as you can dovi) Chin ups – 30 sec for each partner – as many as you can do

d) Water break - teacher will ask students what muscles were worked by which exercisese) Partner workout

i) Overhead tricep extension – 30 sec per partner - towel – one partner does an overhead triceps extension using the towel, the other one pulls down on the towel and provides resistance

ii) Bicep curl – 30 sec per partner – towel – one partner does a biceps curl with the towel, the other one pulls down and provides resistance

iii) Front raise – 30 sec per partner – towel – one partner does a front raise with the towel, the other one pulls down and provides resistance

iv) Lateral raise – 30 sec per partner – one partner does a lateral raise. The other partner pushes down on their wrists, providing resistance.

v) Medicine ball throw – 90 sec - Partners will sit on two poly spots, spaced about 4 feet apart. Sitting up with their knees bent, they will perform a chest pass to their partner. The partner will catch it and perform a chest pass back.

f) Partner workout – set two – same exercises, except instead of going for as many reps as you can get during the time limit, you do very slow, controlled reps to burn out the muscles. The medicine ball throw remains the same.

4) Cool down - – teacher and students will discuss health benefits of this routine while performing the cool downg) Leg kicks – ballistic huggers – 30 sech) Overhead reach chest stretch – 30 sec – Reach straight up, bring elbows down while driving them

backi) Arm extension chest stretch – 30 sec – Arms together straight out in front of you, bring them in an

arc so that they are both to your sidej) Arm across shoulder stretch – 30 sec – Reach arm across, pull elbow in with other armk) Elbow up arm behind tricep stretch – 30 sec – Put one hand on back with elbow up in the air.

Pull elbow down with other hand.

Safety Considerations: Emphasize proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson # 4 out of 10 - CoreObjectives:-Students will demonstrate technique in performing each of the exercises.-Students will demonstrate understanding of how this workout benefits their fitness, what muscles were worked, and how they can incorporate a routine like this into their own lifestyle.

Equipment: Poly spot for each student (lined up in 3 staggered rows), one poly spot on both sides of the teacher (for student demonstrators), workout log for each student to record how they did, CD player

Lesson Content:

4) Teacher will instruct every student to go to a poly spot and review how rotations work. The first row goes to the third row, third to second, second to first.

5) Warm upa) March in place – 30 secb) March in place – legs out – 30 secc) Run in place – 30 secd) Run in place – kick butt – 30 sece) Leg kicks – ballistic huggers – 30 sec

6) Workouta) Round one

i) Sit-ups – 30 sec – as many as you can doii) Leg raise – 30 sec – lie down on back, arms against sides. With legs straight, bring feet 6

inches off ground. Raise legs straight up in air, and bring back down to 6 inches off the floor. Repeat.

iii) Leg climbers – 60 sec, 30 for each side – Get in sit up position. One leg, however, will be off the floor as high as you can get it with leg straight. Grab this leg and pull yourself up to touch the toe.

iv) Mason twist – 30 sec – Situp position. Bring feet off ground and sit up, not quite straight up but leaning back a little. With hands together, twist and touch the floor beside your waist on one side, then the other, switching back and forth as fast as you can.

b) Round twoi) Prone core bridge – 30 sec - Lie on stomach. Place hands together right below sternum with

elbows at side. Get up on your elbows, keeping your back straight like a pushup. Use your ab muscles to hold yourself up.

ii) Side plank – 60 sec, 30 sec each side – Lie on side. Get up in a plank position on that elbow, keeping your body straight, using your abs to hold yourself up.

iii) Bicycle crunches – 30 sec – Crunch position, but you bring right elbow and left knee together and vice versa.

iv) Reverse crunches – 30 sec – Crunch position, but you keep upper body still while straightening legs and bringing them to a 6 inch off the floor position. Repeat.

c) Water break - teacher will ask students what muscles were worked by which exercisesd) Round three – partner work

i) Seated medicine ball – sit up chest pass – 90 secii) Seated back to back medicine ball twist – 60 sec – Partners will sit back to back. One partner,

starting with medicine ball, will twist torso and hand the ball to their partner, who will twist to receive it. This partner will twist to the other side, and hand the ball off to their partner again, going around in a circle like this.

iii) Standing back to back medicine ball twist – 60 sec – Same concept as seated back to back medicine ball twist, but standing.

iv) Lying leg throws – 60 sec, 30 for each partner – Like leg raise, except when partner on their back has their legs straight up their partner will throw their legs down. The partner on their back must keep their legs from touching the floor, striving to maintain the 6 inches.

e) Water break - teacher will ask students what muscles were worked by which exercisesf) Round four – repeat partner set

5) Cool down - – teacher and students will discuss health benefits of this routine while performing the cool downg) Cobra pose – 30 sec – Arch back, look uph) Cat pose – 30 sec – Curve back upwards, look downi) Side twists – 30 sec – Twist side to side

Safety Considerations: Emphasize proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson # 5 out of 10 - LegsObjectives:-Students will demonstrate goal setting by striving to improve over their previous performance.-Students will demonstrate technique in performing each of the exercises.-Students will demonstrate understanding of how this workout benefits their fitness, what muscles were worked, and how they can incorporate a routine like this into their own lifestyle.

Equipment: Poly spot for each student (lined up in 3 staggered rows), one poly spot on both sides of the teacher (for student demonstrators), workout log for each student to record how they did, CD player and speakers

Lesson Content:1) Teacher will instruct every student to go to a poly spot and review how rotations work.2) Teacher will introduce the concept of goal setting before this workout. In the previous workout,

students should have recorded their results. Prior to this class’s workout, students will write out at least three goals for this workout. Emphasize personal improvement.

3) Warm upa) March in place – 30 secb) March in place – knees out – 30 secc) Run in place – 30 secd) Run in place – butt kick – 30 sece) Lunges – 30 secf) Lunging drill – 30 sec – lunge down, then quickly jump and switch feet so you’re lunging with

your other leg.g) Deep prayer squat – 30 sech) Standing quadriceps stretch – 30 sec, 15 per side

4) Workouta) Round one

i) Jump squat – 30 secii) Run stance squat – 30 sec – front toe lined up with back heel in running stance. Squat down 3

times, and on the fourth jump and face the other direction. Repeat.iii) Airborn heisman – 30 sec – Jump laterally, bring opposite leg to chest in the Heisman trophy

stance. Repeat other direction.iv) Swing kick – 60 sec – Swing one leg over an imaginary stool, then the other. Repeat back

and forth.b) Round two

i) Squat reach jump – 30 sec – Like the squat jump, but reach into the air and fight for more height

ii) Run-stance squat switch pick-up – 30 sec – Like the run stance squat, but you jump and switch sides after every squat.

iii) Double airborn heisman – 30 sec - Like the airborn heisman, but add a “step-step” in between Heisman poses. High knee through these steps as if you were going through a set of tires.

iv) Circle run – 60 sec, 30 each direction - Keeping head and shoulders steady and pointing forward, run around the poly spot.

c) Water break – teacher will ask students what muscles were worked by which exercisesd) Round three

i) Jump knee tuck – 30 sec – elbows at side, hands out in front. Keeping head and shoulders still, jump and bring knees to hands.

ii) Mary katherine lunges – 30 sec – like the lunge drill at the beginning. Lunge, hands straight up or on hips, jump and switch sides.

iii) Leapfrog squat – 30 sec – in a wide squat stance, jump forward twice, then back twiceiv) Twist combo – 60 sec – for the first 30 sec, students will grab “ski poles” with feet together

and still upper body, and hop and point their toes to the left, to the center, and to the right,

staying in place. For the second 30 seconds, students will jump 180 degrees and face the opposite direction.

e) Round fouri) Rock star hop – 30 seconds – 15 each side. Think opposite of jump knee tuck. Instead of

getting knees to hands, you’re kicking heels to butt, while making a big strumming motion with your arms and rocking out on your air guitar.

ii) Squat jack – 30 seconds – two regular jumping jacks, two behind head, squat down and continue jumping jack motion

iii) Lateral leapfrog squat – 30 seconds – like leapfrog squat, except you jump laterally to the left, then to the right instead of front and back.

iv) Hot feet – 60 seconds – 30 each foot – standing on one foot, jump forward, back, left, right, making a cross on the floor. Repeat this pattern as fast as you can.

f) Water break – teacher will ask students what muscles were worked by which exercisesg) Bonus round

i) Baseball throw and catch – 60 sec – 30 each side. Get on the pitcher’s mound, high knee, throw a fastball, squat down and catch it like the catcher. Repeat.

ii) Basketball catch and shoot – 60 sec – 30 each side. Step right, catch a pass, bring it in, shoot a jump shot. Repeat.

iii) Football hero – 30 sec – Juke left, right, left, right. High knees 8 times backwards. Repeat.h) Cool down – teacher and students will discuss health benefits of this routine while performing the

cool downi) Easy run in place – upper body ballistic huggers – 30 secii) Easy imaginary jump rope – 30 seciii) Wide leg bent-over hamstring stretch – 30 seciv) Downward dog calf stretch – 30 secv) Cat stretch – 30 sec - Know how cat’s arch their backs? Mimic that. Spine up, head down.

Then repeat in opposite direction, arching back and looking up.vi) Quad stretch – 30 sec, 15 each side

Safety considerations: Emphasize soft landings and proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson # 6 out of 10 – Chest and armsObjectives:-Students will demonstrate goal setting by striving to improve over their previous performance.-Students will demonstrate technique in performing each of the exercises.-Students will demonstrate understanding of how this workout benefits their fitness, what muscles were worked, and how they can incorporate a routine like this into their own lifestyle.

Equipment: Poly spot for each student (lined up in 3 staggered rows), one poly spot on both sides of the teacher (for student demonstrators), workout log for each student to record how they did, CD player and speakers, chair for each student, pullup bars, one medicine ball and hand towel for every pair

Lesson Content:

1) Teacher will instruct every student to go to a poly spot and review how rotations work.2) Teacher will review the concept of goal setting. Teacher will ask how the students ended up doing last

class with their goals. Teacher will then go over how to make SMART goals – specific, measurable, attainable, realistic, and timely – and how they can be adjusted to fit your individual needs. Each student will write 3 SMART goals prior to the workout. Emphasize personal improvement.

3) Warm upa) March in place – 30 secb) March in place – legs out – 30 secc) Run in place – 30 sec

d) Run in place – kick butt – 30 sece) Leg kicks – ballistic huggers – 30 secf) Overhead reach chest stretch – 30 secg) Arm extension chest stretch – 30 sech) Arm across shoulder stretch – 30 seci) Elbow up arm behind tricep stretch – 30 secj) Arm circles – forward, backward, hand down backward, hand down forward – 60 sec – 15 for

each4) Workout – (note: go over variations such as negatives and modified versions during demonstrations)

a) Round onei) Regular pushup – 30 sec – as many as you can doii) Chair dips – 30 sec – as many as you can doiii) Wide grip pushup – 30 sec – at teacher’s paceiv) Chin ups – 30 sec for each partner, as many as you can dov) Close grip pushup – 30 sec – at teacher’s pacevi) Chair dips – 30 sec – at teacher’s pace

b) Water break - teacher will ask students what muscles were worked by which exercisesc) Round two

i) Clapper pushups – 30 sec – as many as you can doii) Pull ups – 30 sec for each partner – as many as you can doiii) Decline chair pushups – 30 sec – as many as you can doiv) Chair dips – 30 sec – as many as you can dov) Dive bomber pushups – 30 sec – as many as you can dovi) Chin ups – 30 sec for each partner – as many as you can do

d) Water break - teacher will ask students what muscles were worked by which exercisese) Partner workout

i) Overhead tricep extension – 30 sec per partner - towel – one partner does an overhead triceps extension using the towel, the other one pulls down on the towel and provides resistance

ii) Bicep curl – 30 sec per partner – towel – one partner does a biceps curl with the towel, the other one pulls down and provides resistance

iii) Front raise – 30 sec per partner – towel – one partner does a front raise with the towel, the other one pulls down and provides resistance

iv) Lateral raise – 30 sec per partner – one partner does a lateral raise. The other partner pushes down on their wrists, providing resistance.

v) Medicine ball throw – 90 sec - Partners will sit on two poly spots, spaced about 4 feet apart. Sitting up with their knees bent, they will perform a chest pass to their partner. The partner will catch it and perform a chest pass back.

f) Partner workout – set two – same exercises, except instead of going for as many reps as you can get during the time limit, you do very slow, controlled reps to burn out the muscles. The medicine ball throw remains the same

5) Cool down - – teacher and students will discuss health benefits of this routine while performing the cool downa) Leg kicks – ballistic huggers – 30 secb) Overhead reach chest stretch – 30 sec – Reach straight up, bring elbows down while driving them

backc) Arm extension chest stretch – 30 sec – Arms together straight out in front of you, bring them in an

arc so that they are both to your sided) Arm across shoulder stretch – 30 sec – Reach arm across, pull elbow in with other arme) Elbow up arm behind tricep stretch – 30 sec – Put one hand on back with elbow up in the air.

Pull elbow down with other hand.

Safety Considerations: Emphasize proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson # 7 out of 10 – Total body workoutObjectives:

-Students will demonstrate goal setting by writing down 3 appropriate SMART goals.-Students will demonstrate technique in performing each of the exercises.-Students will demonstrate understanding of how this workout benefits their fitness, what muscles were worked, and how they can incorporate a routine like this into their own lifestyle.

Equipment: Poly spot for each student (lined up in 3 staggered rows), one poly spot on both sides of the teacher (for student demonstrators), workout log for each student to record how they did, CD player

Lesson Content:

1) Teacher will instruct every student to go to a poly spot and review how rotations work. The first row goes to the third row, third to second, second to first.

2) Teacher will review the concept of SMART goals. The teacher will ask the students how they felt about their last set of goals as opposed to the first set that wasn’t SMART. Students will write another set of SMART goals for this class.

3) Warm upa) March in place –30 secb) March in place – legs out – 30 secc) Run in place – 30 secd) Run in place – kick butt – 30 sece) Leg kicks – ballistic huggers – 30 secf) Overhead reach chest stretch – 30 secg) Arm extension chest stretch – 30 sech) Arm across shoulder stretch – 30 seci) Elbow up arm behind tricep stretch – 30 secj) Arm circles – forward, backward, hand down backward, hand down forward – 60 sec, 15 sec each

way4) Workout

a) Round onei) Wall sits – 30 sec – Backs against the wall, students will sit on an invisible chair, holding

themselves up with their leg musclesii) Lateral arm hold – 60 sec – Standing straight up, students will raise arms laterally, making a T

shape with their body. They will hold their arms up like this using their shoulder musclesiii) 6 inch leg hold – 30 sec – laying flat on their backs with arms against sides, students will

straighten legs and hold heels 6 inches off the ground, using their core to hold the legs upiv) Push up hold – 30 sec – Students will get in pushup position and lower themselves halfway

down. They will hold this position for as long as possible, using their pectoral and arm muscles to hold themselves up

b) Round twoi) Prone core bridge – 60 sec - Lie on stomach. Place hands together right below sternum with

elbows at side. Get up on your elbows, keeping your back straight like a pushup. Use your ab muscles to hold yourself up.

ii) Downward facing dog push-ups – 30 sec – Students will get in downward facing dog position, exaggerating the position by getting the butt further into the air than usual. Students will attempt to do pushups in this position, working the shoulders. If this is too hard, lower the butt to lessen the angle and difficulty.

iii) Tick Tock Clocks – 60 seconds – Students will get in pushup position with their feet on the poly spot. Facing forward is 12 o clock. The teacher will say a time and the students, maintaining the pushup position, will walk their hands to that time. For example, if the teacher said 6 o clock, students would walk their hands in a big circle 180 degrees, facing the opposite way from when they started. The teacher will say another time, and the student will walk their hands to that time from this new position.

iv) Reverse tick tock clocks – 60 seconds – Students will repeat the tick tock clocks exercise, except instead of lying face down, they will be facing up, knees bent, in almost a dip position while holding themselves up using their arm muscles.

c) Water break - teacher will ask students what muscles were worked by which exercises

d) Round three – partner worki) Seated medicine ball – sit up chest pass – 60 seconds – works chest and abdominal musclesii) Medicine ball overhead pass – 30 seconds – Like an overhead pass in basketball, only with a

heavier medicine ball. This works the triceps. Teacher should emphasize allowing some give when catching the ball to prevent injury.

iii) Medicine ball underhand pass – 30 seconds – Wide legs, bent knees, ball between legs, like a granny shot in basketball. Drive up with legs and toss ball to partner underhand. This works the shoulders, biceps, and legs. Again, emphasize allowing some give when catching the ball to prevent injury.

e) Water break - teacher will ask students what muscles were worked by which exercisesf) Round four – repeat partner setg) Cool down - – teacher and students will discuss health benefits of this routine while performing

the cool downi) Easy run in place – upper body ballistic huggers – 30 secii) Easy imaginary jump rope – 30 seciii) Wide leg bent-over hamstring stretch – 30 seciv) Downward dog calf stretch – 30 secv) Cat stretch – 30 sec - Know how cat’s arch their backs? Mimic that. Spine up, head down.

Then repeat in opposite direction, arching back and looking up.vi) Quad stretch – 30 sec, 15 each sidevii) Overhead reach chest stretch – 30 sec – Reach straight up, bring elbows down while driving

them backviii) Arm extension chest stretch – 30 sec – Arms together straight out in front of you, bring them

in an arc so that they are both to your sideix) Arm across shoulder stretch – 30 sec – Reach arm across, pull elbow in with other armx) Elbow up arm behind tricep stretch – 30 sec – Put one hand on back with elbow up in the air.

Pull elbow down with other hand.

Safety Considerations: Emphasize proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson # 8 out of 10 – Stretching/yogaObjectives:-Students will demonstrate a knowledge of what causes fatigue and soreness.-Students will demonstrate each standing yoga pose-Students will demonstrate proper yoga etiquette and breathing

Equipment: Yoga mat for each student

Lesson Content:

1. Students take off shoes and come to mat2. Teacher will ask if the students are sore. They will be, even the athletes in the class, because they

have jumped into a new fitness routine and their body is still getting used to it. When muscles become sore or fatigued, it is important to take time to rest them. While resting, however, there are activities you can do to stay active, such as yoga.

3. Introduce proper breathing and posture4. Yoga Poses

a. Stand in front of the class and demonstrate each yoga pose given: Start easiest to hardest:1. Remember to use protocols: “Hold” and “Release”

ii. Each student will try and hold each position for 15 secondsiii. Correct students technique and answer any questionsiv. Standing Poses:

1. Sun Salutation

2. Mountain Pose

3. Standing Side Stretch Pose

4. Chair Pose

5. Downward facing dog

6. Wide- Legged forward Bend

7. Standing Forward Bend

8. Triangle Pose

9. Warrior Pose I

10. Warrior Pose II

11. Warrior Pose III

12. Tree Pose5. Explanation of “Meditation” “Savasana”

a. “Home” is stated and students should wait for yoga pose position which is “Corpse”b. Breathing techniques will be reminded and established. c. This inhaling and exhaling will be done for 2-3 minutes

6. Homework assignment: Students will log all their food intake and exercise for one whole 24 hour period. This will be used in the next class period.

Safety Considerations: Emphasize proper technique. Use cues to ensure proper technique, and correct when needed. Variations should be used to provide an appropriate level of difficulty.

Lesson 9 of 10 – What goes into planning your own fitness routine?Objectives:-Students will understand and will be able to correctly state the components of a good fitness routine.-Students will understand and will be able to correctly state the components of a good diet.-Students will analyze their own diet and exercise habits.

Equipment:-Computer for every student, projector and screen

Lesson Content:1) Teacher will pull up mypyramid.gov on the projector screen. Students will follow along.2) Everyone will go to MyPyramid Tracker, then click Assess Your Food Intake. Everyone must register

an account at this point. 3) Students will input their homework data from the last class into the assessment tool. Once all the

information has been put in, students will hit “Analyze” and print the results.4) Students will repeat the process for their physical activity data and print these results.5) The teacher will go over how to find the recommended daily food values as well as recommended

daily exercise requirements.6) Students will hand in their printouts, which will be graded for completion and handed back so they can

be used as a reference.

Safety considerations: No drinks in the computer lab that could spill.

Lesson 10 of 10 – Fitness Routine PlanningObjectives:-Students will develop their own fitness routine using what they know goes into it.

Equipment: -Pen and paper, graded printouts from last class

Lesson content1) Students will develop their own fitness routine using what they’ve learned during this unit.2) The unit can consist of a week long fitness routine - workouts using weights, running, biking, or any

other physical activity.3) Students will also consider what they should eat.4) The routine will be the final project for this unit. It will be graded and feedback will be given.

Safety considerations: Watch out for papercuts.

National and Pennsylvania Standards Met

National:Standard 1:Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.Standard 2:Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.Standard 3:Participates regularly in physical activity.Standard 4:Achieves and maintains a health-enhancing level of physical fitness.Standard 6:Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.Pennsylvania:-Evaluate factors that impact the body systems and apply protective/preventive strategies.• fitness level• nutrition-Analyze factors that impact nutritional choices of adults.• cost• food preparation (e.g., time, skills)• consumer skills (e.g. understanding food labels, evaluating fads)• nutritional knowledge• changes in nutritional requirements (e.g., age, physical activity level)-Examine and apply a decision-making process to the development of short and long-term health goals.-Assess the personal consequences of unsafe practices in the home, school or community.• personal injury-Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.-Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.-Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.• social• physiological• psychological-Evaluate factors that affect physical activity and exercise preferences of adults.• personal challenge• physical benefits• finances• motivation• access to activity• self-improvement-Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.-Evaluate the impact of practice strategies on skill development and improvement.-Incorporate and synthesize knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.

References

Websites:http://www.fitstep.com

Media:P90X Plyometrics Workout DVD