Created by: Aaron Hart, Brian Devore, Jim DeLine, Mike Martinez, Nick Kline, Pam Powers, Rich Wiles, Shannon Maly
Special Contributions: Deedi Brown, Breanna Natale, Andjelka Pavlovic, Georgina Vint
Design: Jennifer Truong

We’re excited to deliver this Fitness Knowledge module which includes high MVPA learning activities, 7 different assessment choices, and over 120 pages of curriculum resources. MANY THANKS to all of our contributors including the Cooper Institute®and the entire FITNESSGRAM®Team. Enjoy!

Module Documents

  • Complete Module Packet:

  • Module Overview:

  • Required Materials:

  • All Module Activities:

  • Sample Lesson Plan:

  • Academic Language Cards:

  • Universal Design Adaptations:

  • Coach D's FITTness Warm-Up Cards:

  • Emotional Health Activity Card:

  • AMRAP Task Cards:

  • Perceived Exertion Card:

  • Cupid Capacity Task Cards:

  • Stretch Arm Strong Task Cards:

  • Tabata To Improve Cards:

  • MyPlate Dice Chart:

  • MyPlate Food Cards:

  • Freeze Yoga Pose Posters:

Teacher Evaluation

  • Teacher Self-Evaluation/Reflection Guide:

Activity Plans

  • Complete Module Packet:

  • Emotional Health Warm-Up:

  • AMRAP Teamwork:

  • Cupid Fitness Capacity:

  • Tabata To Improve:

  • Stretch Arm Strong:

  • Make A MyPlate Meal:

  • Freeze Yoga:

Assessments

  • Self-Assessment Worksheet:

  • Holistic Performance Rubric:

  • FITT Formula Activity Log:

  • Blank Tabata Station Cards:

  • Fitness Knowledge Exit Slip:

  • Nutrition Knowledge Exit Slip:

  • Mental & Emotional Health Exit Slip:

  • Summer Fitness Plan:

  • Summer Fitness Activity Tracker:

  • Academic Language Quiz:

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National Standards and Outcomes Focus for Middle School Fitness Knowledge

Standard 3.Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • Standard 3 [M1.6-8] Describes how being physically active leads to a healthy body (6); Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers (7); Identifies the five components of health-related fitness (muscle strength, muscle endurance, flexibility, CV endurance, body composition) and explains the connections between fitness and overall physical and mental health (8).
  • Standard 3 [M7.6-8] Identifies the components of skill-related fitness (6); Distinguishes between health-related and skill-related fitness (7); Compares and contrasts health-related fitness components (8).
  • Standard 3 [M6.6-8] Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day (6); Participates in moderate to vigorous muscle- and bone-strengthening physical activity at least three times a week (7); Participates in moderate to vigorous aerobic and/or muscle- and bone-strengthening physical activity for at least 60 minutes per day at least five times a week (8).
  • Standard 3 [M8.6-8] Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level (6); Adjusts physical activity based on quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level (7); Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level (8).
  • Standard 3 [M9.6-8] Employs correct techniques and methods of stretching (6); Describes and demonstrates the difference between dynamic and static stretches (7); Employs a variety of appropriate static stretching techniques for all major muscle groups (8).
  • Standard 3 [M10.6-8] Differentiates between aerobic and anaerobic capacity, and muscle strength and endurance (6); Describes the role of exercise and nutrition in weight management (7).
  • Standard 3 [M12.6-8] Describes the role of warm-ups and cool-downs before and after physical activity (6); Designs a warm-up/cool-down regimen for a self-selected physical activity (7); Designs and implements a warm-up/cool-down regimen for a self-selected physical activity (8).
  • Standard 3 [M13.6-8] Defines resting heart rate (RHR) and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale (6); Defines how the RPE Scale can be used to determine the perception of the work effort or intensity of exercise (7); Defines how the RPE Scale can be used to adjust workout intensity during physical activity (8).
  • Standard 3 [M15.6-8] Designs & implements a program of remediation for any areas of weakness based on the results of health-related fitness assessment (6); Designs and implements a program of remediation for two areas of weakness based on the results of health-related fitness assessment (7); Designs and implements a program of remediation for three areas of weakness based on the results of health-related fitness assessment (8).
  • Standard 3 [M17.6-8] Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels (6); Develops strategies to balance healthy food, snacks, and water intake, along with daily physical activity (7); Describes the relationship between poor nutrition & health risk factors (8).
  • Standard 3 [M18.6-8] Identifies positive and negative results of stress and appropriate ways of dealing with each (6); Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise (7); Demonstrates basic movements used in other stress-reducing activities such as yoga & Tai Chi (8).

Standard 4. Exhibits responsible personal and social behavior that respects self and others.

  • Standard 4 [M7.6-8] Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance (6); Independently uses physical activity and exercise equipment appropriately and safely (7); Independently uses physical activity and fitness equipment appropriately and identifies specific safety concerns associated with the activity (8).

Standard 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

  • Standard 5 [M1.6-8] Describes how being physically active leads to a healthy body (6); Identifies different types of physical activities and describes how each exerts a positive impact on health (7); Identifies the five components of health-related fitness (muscle strength, muscle endurance, flexibility, cardiovascular endurance, and body composition) and explains the connections between fitness and overall physical and mental health (8).
  • Standard 5 [M6.6-8] Demonstrates respect for self and others in activities and games by following the rules, encouraging others, and playing within the spirit of the game or activity (6); Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates (7); Demonstrates respect for self by asking for help and helping others in various physical activities (8).