Health and Physical Education

Duration of Time 30 minutes Subject/Lesson Topic: Virtual TABATTA 11 th-12th

grade

I. Lesson Overview:

Student will gain insight into the benefits of Tabata to their health. They will engage in a Tabata
workout and discuss their feelings afterwards. Students will discuss benefits of Tabata in a
wellness program and find resources they could use to implement Tabata in their own wellness
program.

II. Instructional Objectives:

SWBAT identify health benefits of Tabata.

SWBAT find resources that could help in implementing a Tabata into a wellness program.

SWBAT participate in a Tabata workout with max effort and concentration.

III. National and/or NJ State Standards.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.

(S3.M18.8) Demonstrates basic movements used in other stress-reducing activities such as yoga
and tai chi.

HEALTH EDUCATION STANDARD 3 – Students will Demonstrate the ability to access valid
information and products and services to enhance health.3.12.2. use resources from home,
school and community that provide valid health information.

IV. Instructional Process:

As an introduction have students share any experiences, they have had with Tabata. Ask them
to raise their hand if they have ever tried Tabata. Allow two or three responses. (5 Minutes)

Share this video on the benefits of Tabata: https://www.youtube.com/watch?v=XnbHmjpR4vk

(3 Minutes) Student should write notes on some of the benefits as they will need to share later
with the class.
Students will participate in a virtual Tabata session of about 15 minutes. Show this video:
https://www.youtube.com/watch?v=vaN6MYu9A6I and ask students to follow along as best as
they can. If students get lost or need a break then remind them to focus on their breath, and
when they can, continue following along with the video.

After the workout, have students direct their attention to the google doc that was shared with
the class. Each student is responsible for putting one link to a Tabata resource in the google doc
and summarize what is in the resource and how it could be helpful. GOOGLE DOC:
https://docs.google.com/document/d/1YvbzvxkvNzixIzG3nJDIIC_hDlFRS_XXd5CzAW_7u5s/edit
Have them begin to work on this while using the following questions to summarize the days
lesson and assess content knowledge/critical thinking. Ask the class how they are feeling?
Would anyone like to share if they liked the workout? Is Tabata something you might
incorporate in a wellness program for yourself or others? Who can tell me a couple benefits of
Tabata?

Conclude with time for student questions/comments and provide some information about the
lesson for next class.

V. Formative/Summative Assessment:

Informal formative assessment will be done through teacher observation at the introduction of
the lesson by asking students to share their experience and raising their hand if they have tried
Tabata. Informal assessment will also be done at the conclusion of the video by asking students
to share their feelings after the workout. Informal summative assessment is done by asking
students to verbally give some benefits to Tabata.

Formal Summative Assessment-Students will write one resource for implementing Tabata into a
wellness program and one benefit of Tabata in a wellness program on a google document that
is shared with the whole class.

GOOGLE DOC:
https://docs.google.com/document/d/1YvbzvxkvNzixIzG3nJDIIC_hDlFRS_XXd5CzAW_7u5s/edit