Indiana University Physical Education Lesson Plan
Teacher Name: Mr. Miller
Safety: 1. ALWAYS have a
spotter!
2. ALWAYS use a clip on both
sides of the bar.
3. ALWAYS have even weight
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
Psychomotor SLO
Assessment
SHAPE National Standard
Cognitive SLO
Unit/Lesson Focus: Weight Room- RDL, Grade/Level: High School Equipment: All equipment
Bench Press, Pushes and pulls available in weight room
Resources: https://www.advancedhumanperformance.com/blog/master-your-hip-
hinge-rdl-mechanics
Dr. Joel Seedman, Ph.D. , ” 12 CUES TO MASTER YOUR HIP HINGE AND RDL”
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)
Students will be able to show that they understand the safety rules and cues for the push and pull exercises, bench press, 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.
Students will explain the rules of lifting safety (having a spotter, clips, loading and unloading) while performing the
push and pull exercises, bench press, and RDL exercises with a partner while I observe them do the exercise with
correct form.
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)
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 three of our weight room unit. We have covered rules and safety, squatting and lower body so far. Today we are
going to work on our other two main lifts (bench press, and RDL), as well as some pushes and pulls exercises. 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 pushing exercises? Right, chest and triceps. What about the pull exercises? Right, back and biceps. 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
10:12 a locker to place their belongings and
get ready for class.
10:12- Students will circle up around me and
10:22 find a partner of about their same size.
We will then go over to the cues for the
RDL with a student demo from Rob.
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
 Then the students will do 4 sets of 5 reps
with their partner or group. They will
record their weight on their lift card.
When they are done they will move over
to the bench press.
10:22- We will move over to the bench press
10:32 where the students will listen to me list
the names of the different equipment
and safety precautions for loading and
unloading weight for the bench press
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 pushes
10:50 and pull exercises with me before they
start and then they will have time to
break apart with their partner and do the
excersises on their own while recording
their weights.
10:50- Students will come back together at the
10:55 end of class for a core workout. We will
to a pushdown lower ab exercise
together. When we are done the
students will be dismissed.
- Maintain A Rigid and Neutral Spine partner or group on the
- Keep The Core Tight platforms.
- Push the Knees Out Laterally But Not Excessively
- 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
-back is flat on bench Students will circle around the
-bar is at eye level bench press and observe a
-hand are a little wider than shoulders and even on the bar demo for benching a spotting
-lift the bar off the rack and hold for a second before bringing it while also going over safety
down to your chest and the equipment being used.
-elbows are tucked slightly, not flaring out They do the exercise with their
-press the bar all the way back up until arms are extended partner.
-spotter is directly behind the bench with hands waiting under the
bar is the bencher needs help
-they are to give the bencher help unracking by giving them a lift off
-they are to give the bencher help racking the weight by pulling the
bar all the way back to the rack and then down into 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!
-Tight grip on the bar or dumbells
-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.