Group Exercise through the Lifespan

SPH10010 | Introduction to Exercise and Sports Science
Written Assignment (30%)
Group Exercise through the Lifespan
DUE: Week 11 – May 28th, Thursday, 4pm.
Submission details
This is a written assignment, which must be submitted by 4pm, Thursday in week 11.
• Assignments and other assessments are to be submitted online through the Canvas
assessment submission system which integrates with the Turnitin plagiarism
checking service.
• The assignment must be uploaded as a Word or Pdf file. Pdf is highly recommended.
• Please ensure you keep a copy of all assessments that are submitted.
• See the unit outline and posts on Canvas for further details.
Purpose
From weeks 7 to 11, lectures will focus on growth and development, exercise prescription
and how we modify exercises and group sessions to cater for different stages of
development. Practical laboratories from weeks 8-10 will focus on group exercise sessions
as applied to children and adolescents, adults and older adults.
In this assignment, the overall aim is for you to apply your knowledge and understanding to
write a group exercise session for adults, then modify exercises to address children and
older adults. These skills are a necessary part of being an exercise and sport scientist.
Explanation of Task
Part A: Group Exercise for Adults
1. You must plan a 50-60-minute group exercise session for 16 healthy adults (no
apparent clinical or chronic health conditions), aged between 25 and 45 years of age.
2. The session must include a 10-minute warm-up, 30-40-minutes of conditioning
exercises (in a large space or outside venue – not a gym using machine weights),
and, a 10-minute cool down.
3. You need to describe how the session is going to be organised (e.g. rotate in order
through exercises, work time:rest time, sets, timing etc.).
4. Ensure that the exercises address all major body muscles/parts, and the session
aims at developing a range of fitness components, specifically aerobic, anaerobic,
muscular strength and endurance.
5. You can use the template (or a variation) provided on Canvas to help you present
this information in 1-4 above.
6. You can use diagrams to assist with a brief explanation/description of each exercise.
SPH10010 | Introduction to Exercise and Sports Science
Swinburne University of Technology 2
Part B: Modifying Exercise for Different Lifespan Groups
1. Choose 5 of your exercises from Part A (ensure a range of different exercises, e.g.,
different body parts, movements and/or fitness components), then describe and
explain how you would modify each of them for:
(a) A group of children aged 10-12 years of age
(b) A group of older adults (with no apparent chronic health conditions) aged 60-75
2. Ensure that you justify the changes you make to the exercise to suit the particular
stage of lifespan development. You should consider/refer to differences in lifespan
development of: physical (body composition and motor skills), cognitive and psychosocial differences in the lifespan stages.
3. You should use academic references to support your justification/explanations of
changes. E.g. have modified the kettlebell squat for children to include a vertical jump
and overarm throw at a target as these are important FMS to develop. Oakey et al.
(2008) demonstrated that an increase in FMS development is strongly associated
with lifelong participation in sport.
SPH10010 | Introduction to Exercise and Sports Science
Swinburne University of Technology 3
Group Exercise through the Lifespan Rubric
Indicator Description Descriptors
0 1 2 3 4 5
Session
Information
Details about the session are listed EG.
Venue, equipment.
Very few details about the session
are listed.
Some key details about the
session are listed.
All the key details about the
session are listed.
Session Aims Aims of the sessions are listed. No aims are listed, or, there are no
clear aims provided.
Some aims are provided, stating
what the clients should achieve in
the session.
Aims are clearly and thoroughly
provided, stating what the clients
should achieve in the session.
Warm-up An appropriate, graduated warm-up is
clearly explained, including aerobic and
mobility/lengthening components.
A warm-up is not included, or, it is
not explained at all clearly.
A warm-up is explained, including
both aerobic and
mobility/lengthening exercises. It
is not explained clearly, or, not of
appropriate length.
An appropriate warm-up of 10-
15 minutes is clearly explained,
and includes both aerobic and
mobility/ lengthening
components.
An appropriate, graduated 10-15
minute warm-up is clearly and
thoroughly explained, including
aerobic and mobility/lengthening
components.
Quality of
Conditioning
Exercises
Applicable and interesting exercises that
address the aims are selected, and
provide a variety of muscle groups and
fitness components.
No exercises are listed or
explained, or, are completely
inappropriate for the group
session.
Few exercises are listed and
reasonably explained, or, many
exercises are inappropriate for
the group session.
Some exercises are listed and
explained, or, some exercises are
inappropriate for the targeted
group.
A good variety of exercises are
listed and explained quite well, with
most of them being appropriate for
the targeted group.
A very good range of applicable
and interesting exercises that
address the aims are selected,
providing some variety of muscle
groups and fitness components.
Highly applicable and interesting
exercises that address the aims are
selected, clearly providing an excellent
variety of muscle groups and fitness
components.
Description and
Key Points of
Conditioning
Exercises
The exercises are clearly described,
including key points for safety and
technique.
No exercises are clearly described. Few exercises are clearly
described, or, don’t include any
key points for safety and
technique.
Some exercises are clearly
described and include very few
key points for safety and
technique.
Several exercises are clearly
described and include some key
points for safety and technique.
All exercises are clearly described
and include some key points for
safety and technique.
All the exercises are clearly and
concisely described, including all the
key points for safety and technique.
Organisation of
Session
How the clients and activities are
organised and session timing is clearly
explained.
Group and session organisation is
not addressed.
How the clients and activities are
organised is very brief or unclear.
How the clients and activities are
organised is reasonable or not
clearly explained.
The organisation of the clients and
the session is mostly clearly
explained with very good timing.
The organisation of the clients and
the session is very clearly and
thoroughly explained with excellent
timing.
Cool Down An appropriate, graduated cool down is
clearly explained, including joint and
muscle mobility/lengthening exercises.
A cool down is not included, or, it
is not explained at all clearly.
A cool down is briefly explained,
including flexibility exercises. It is
not explained clearly, or, not of
appropriate length.
An appropriate cool down of 10
minutes is clearly explained, and
includes some flexibility
exercises.
An appropriate, graduated 10
minute cool down is clearly and
thoroughly explained, including
appropriate and relevant flexibility
exercises.
Modifications for
Children
5 exercises are clearly adapted to suit
children, including clear justification
relating to the changes. Reference should
be made to physical, cognitive and psychosocial factors.
This part of the task is not
attempted, or, no exercises are
changed to suit children.
Some exercises are adapted to
suit children, with limited
justification. Little or no reference
to developmental lifespan factors
are made.
Some exercises are adapted to
suit children, including a general
justification for changes. Some
references are made to
developmental lifespan factors.
5 exercises are adapted to suit
children, including some
justification for each exercise. Some
references are made to
developmental lifespan factors.
5 exercises are clearly adapted to
suit children, including some
justification for each exercise. Clear
references are made to physical,
cognitive and psycho-social factors.
5 exercises are clearly adapted to suit
children, including a thorough
justification for each exercise. Clear
and concise references are made to
physical, cognitive and psycho-social
factors.
Modifications for
Older Adults
5 exercises are clearly adapted to suit
older adults, including clear justification
relating to the changes. Reference should
be made to physical, cognitive and psychosocial factors.
This part of the task is not
attempted, or, no exercises are
changed to suit older adults.
Some exercises are adapted to
suit older adults, with limited
justification. Little or no reference
to developmental lifespan factors
are made.
Some exercises are adapted to
suit older adults, including a
general justification for changes.
Some references are made to
developmental lifespan factors.
5 exercises are adapted to suit
older adults, including some
justification for each exercise. Some
references are made to
developmental lifespan factors.
5 exercises are clearly adapted to
suit older adults, including some
justification for each exercise. Clear
references are made to physical,
cognitive and psycho-social factors.
5 exercises are clearly adapted to suit
older adults, including a thorough
justification for each exercise. Clear
and concise references are made to
physical, cognitive and psycho-social
factors.
References Quality references using APA 6th style are
used to support responses.
No references are used or are
incorrectly references.
Some references are integrated to
support the responses or are
incorrectly referenced.
5+ references are integrated to
support the responses and are
mostly referenced correctly.
5+ quality references are integrated
to support the responses and are
correctly referenced.
TOTAL /37