Quick Heart Rate Check Warm-Up

Objective:
Students will learn how to accurately measure their resting heart rate and record their findings.

Time: 3 minutes

Materials:

• Timer or clock with a second hand (or stopwatch)
• Quiz sheet or recording table on the How Fit Are You? Self-Assessment

Instructions:

1. Demonstration (1 minute)
   • Show students how to locate their pulse on the wrist (radial artery) or neck (carotid artery).
   • Count heartbeats for 15 seconds using the timer, then multiply by 4 to calculate beats per minute (BPM).
2. Paired Practice (2 minutes)
   • Students pair up and take turns measuring each other’s resting heart rate.
   • Record each partner’s BPM on the quiz sheet.
   • Compare results and discuss factors that might cause slight differences (e.g., stress, posture).

Teacher Tips:

• Circulate to ensure students are counting correctly and using proper technique.
• Reinforce why knowing resting heart rate is useful for setting personal fitness goals.

Next, distribute the How Fit Are You? Self-Assessment and begin the quiz administration portion of the lesson.

Quiz Scoring Guide for “How Fit Are You?”

This guide outlines how to score each question type on the How Fit Are You? Self-Assessment, explains the rationale behind each correct answer, and offers rubrics for interpreting open-ended and Likert-scale responses. Use these step-by-step notes to ensure consistent grading and to inform personalized feedback.

1. Likert-Scale Questions (Q1, Q2, Q9, Q10)

These questions assess students’ self-reported behaviors, knowledge, and confidence. There are no “right” or “wrong” answers, but grouping responses helps you identify who may need more support or encouragement.

Scoring: Record each answer on a 1–5 scale. Then categorize:
• 1–2 (Low Agreement): Indicates uncertainty or lack of habit/knowledge.
• 3 (Neutral): Indicates moderate awareness or mixed habits.
• 4–5 (High Agreement): Indicates strong confidence or established habit.

Teacher Thought Process per Question:

1. Question 1 (“I engage in at least 60 minutes…”)
   • Low (1–2): Student may need encouragement to increase daily activity.
   • High (4–5): Reinforce positive habits; consider advanced goal-setting.
2. Question 2 (“I am familiar with ‘target heart rate zone’…”)
   • Low: Plan a mini-review of calculating target zones.
   • High: Offer extension activities on heart-rate monitoring.
3. Question 9 (“I feel confident understanding the difference between resting and active heart rate.”)
   • Low: Provide one-on-one or small-group reteaching on heart-rate concepts.
   • High: Challenge student to teach a peer or lead a demonstration.
4. Question 10 (“I plan to use heart rate monitoring to guide my workout intensity.”)
   • Low: Emphasize practical benefits and set a simple monitoring goal.
   • High: Integrate heart-rate tracking into weekly fitness logs.

2. Multiple-Choice Questions (Q3–Q6)

Each question is worth 1 point. Mark correct answers as indicated, and note student misconceptions to guide reteaching.

Q3. Which is NOT a component of physical fitness?
• Correct Answer: Hydration Level
• Rationale: The five components are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition.

Q4. Which best describes muscular endurance?
• Correct Answer: The ability of muscles to perform repeated actions without tiring
• Rationale: Distinguishes endurance (sustained activity) from maximal strength and flexibility.

Q5. If you count 20 beats in 15 seconds, what is your BPM?
• Correct Answer: 80 BPM
• Rationale: 20 beats × 4 (to convert 15 sec to 60 sec) = 80 BPM.

Q6. Which activity primarily improves cardiorespiratory endurance?
• Correct Answer: Swimming laps
• Rationale: Continuous aerobic activities (e.g., swimming, jogging, cycling) strengthen heart and lung function more than flexibility or strength-only exercises.

Teacher Thought Process:

• Record the total MC score out of 4.
• Common errors (e.g., confusing muscular strength vs. endurance) signal which fitness components need more emphasis in future lessons.

3. Open-Response Questions (Q7 & Q8)

Provide personalized feedback using the rubrics below. Aim to reinforce correct concepts and encourage realistic goal-setting.

Q7. Factors Affecting Resting Heart Rate (2 factors + explanations)

Total = 4 points (2 points per factor: 1 for naming, 1 for explaining)

Rubric:
• 0 points: No clear factors or incorrect information.
• 1 point: Lists two factors without explanation or one factor with explanation.
• 2 points: Names one factor AND explains why it affects heart rate.
• 4 points: Names two valid factors AND provides clear, accurate explanations for each.

Examples of Valid Factors & Explanations:

• Fitness Level: More fit individuals often have lower resting heart rates because their hearts pump more efficiently.
• Stress/Anxiety: High stress can raise the resting heart rate due to elevated levels of adrenaline.
• Medication: Certain drugs (e.g., stimulants) can increase heart rate; others (e.g., beta-blockers) can decrease it.
• Body Position: Standing vs. lying down can change the heart rate measurement.

Q8. Personal Fitness Goal for Next Week

Total = 4 points (SMART-goal components)

Rubric (1 point each):

1. Specific: Clearly defines the activity and duration.
2. Measurable: Includes a way to track progress (e.g., minutes per day).
3. Achievable/Relevant: Realistic given the student’s schedule/fitness level.
4. Time-Bound: Specifies “by the end of the week” or exact days/times.

Example of a 4-Point Response:
“I will walk briskly for 20 minutes every Monday, Wednesday, and Friday after school to improve my cardiorespiratory endurance.”

Teacher Thought Process:

• Encourage revisions for goals scoring < 4 by asking guiding questions (e.g., “How will you measure it?”).
• Praise clear, ambitious goals and suggest next steps (see Setting the Stage for Fitness Success).

4. Interpreting Overall Results & Next Steps

1. Combine MC (out of 4) and open-response scores (out of 8) to gauge knowledge mastery.
2. Review Likert responses to assess motivation and confidence.
3. During feedback, highlight strengths, address misconceptions, and co-create action plans:
   • High knowledge + low activity → focus on behavior change strategies.
   • Low knowledge + high confidence → reinforce factual understanding.
4. Use results to set individual or small-group goals and inform upcoming lessons on Fitness Foundations.

By following this guide, you’ll ensure consistent grading, targeted feedback, and meaningful next steps for each student’s fitness journey.