Training Methods Exploration

Overview

This 60-minute theory-based session introduces Year 12 Physical Education students to key methods of training required for NCEA Level 2 Achievement Standard 91329 (2.2). Students work collaboratively to become experts on one method and then teach it to their group, supporting deep understanding and communication skills aligned with the New Zealand Curriculum.

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Curriculum Alignment

Learning Areas & Achievement Objectives

• Level: Year 12 (NCEA Level 2)
• Learning Area: Health and Physical Education (PE)
• Standard: 91329 (2.2) - Demonstrate understanding of a physical activity event, relating to coaching or leading others
• Skills developed: Critical thinking, communication, collaboration, and theoretical knowledge of training methods
• Key Competencies:
  • Thinking: Understanding concepts behind training methods
  • Using language, symbols, and texts: Explaining and presenting training methods clearly
  • Relating to others: Teaching peers collaboratively
• Strands Covered:
  • Participating and contributing (to learning community)
  • Healthy communities and environments (understanding of fitness concepts)

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Learning Intentions

By the end of this lesson, students will be able to:

• Explain the principles of different training methods: continuous, interval, circuit, resistance/weight, and plyometrics.
• Develop expertise by researching and analysing one assigned training method.
• Communicate key features, benefits, and examples of their training method to peers.
• Collaboratively compare the effectiveness and applications of each training method.

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Materials & Resources Needed

• Printed handouts summarising each of the five training methods (continuous, interval, circuit, resistance/weight, plyometrics) including definitions, key principles, advantages, example exercises, and typical uses.
• Whiteboard / flipchart with markers for summarising discussions.
• Pens / notebooks for student notes.
• Timer or stopwatch to keep session on track.
• Presentation space where each group can teach clearly to others.
• Optional: Projector for teacher set-up explanations (can be replaced with whiteboard).

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Lesson Breakdown (60 minutes)

Time	Activity Description	Details
0-5	Introduction & Hook	Engaging open question: "What does fitness training mean to you? Have you heard of different ways to train?" Brief overview of lesson aims.
5-10	Teacher Input: Overview of Methods	Brief explanation of the five key training methods with examples to activate background knowledge. Use clear NZ English vocabulary.
10-15	Group Assignments & Resource Distribution	Divide class into 5 groups (5-6 students per group). Each group receives a detailed handout for one training method.
15-30	Research & Expert Development	Groups read, discuss & highlight key facts. They prepare a short teaching plan (5 mins max) to explain their method to others. Teacher circulates for support.
30-50	Peer Teaching: Sharing Expertise	Groups present their training method to the class. Encourage use of clear communication, examples, and answering questions. Other groups take notes.
50-58	Class Discussion & Comparison	Teacher facilitates discussion comparing the effectiveness, pros, and cons of each method. Students reflect on when and why different methods may be chosen.
58-60	Wrap-Up & Formative Reflection	Recap key learning points; students write one thing they learned and one question they still have.

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Teaching Tips

• Use explicit teaching strategies outlined in the NZ Curriculum, including clear explanations, scaffolding, and checking for understanding.
• Encourage student agency: let groups choose roles (researcher, note-taker, presenter).
• Use relatable examples relevant to Kiwi sports (rugby, netball, athletics).
• Support language development by introducing precise vocabulary (e.g., aerobic, anaerobic, recovery interval, overload principle).
• Provide feedback emphasizing presentation skills and accuracy of content.
• Make connections to students’ prior experiences with training or physical activity.

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Assessment Opportunities

• Formative Assessment: Observation of group discussions and teaching quality; questioning during peer presentations.
• Student Reflection: Written exit slip capturing learning and lingering questions.
• Peer Feedback: Informal oral feedback after presentations on clarity and engagement.

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Sample Handout Content (for each method)

Continuous Training

• Definition: Steady-state, moderate intensity for extended period without rest.
• Examples: Jogging, swimming laps.
• Benefits: Improves cardiovascular endurance.
• Applications: Base fitness phase for athletes.

Interval Training

• Definition: Alternating periods of high-intensity work and rest or low-intensity recovery.
• Examples: Sprint/walk repeats.
• Benefits: Boosts aerobic and anaerobic fitness, improves speed and endurance.
• Applications: Sports requiring bursts of effort like rugby.

Circuit Training

• Definition: A series of exercises performed one after another with minimal rest targeting different muscle groups or fitness components.
• Examples: Station-based workout with push-ups, squats, jumping jacks.
• Benefits: Combines strength and cardiovascular benefits.
• Applications: General fitness and conditioning.

Resistance/Weight Training

• Definition: Exercises using resistance to strengthen muscles.
• Examples: Weightlifting, resistance bands exercises.
• Benefits: Increases muscular strength and endurance.
• Applications: Injury prevention, power sports.

Plyometrics

• Definition: Explosive movements focusing on power and speed, using stretch-shortening cycle of muscles.
• Examples: Jump squats, bounding.
• Benefits: Enhances power, agility, and neuromuscular efficiency.
• Applications: Sports requiring jumping/sprinting.

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This lesson plan reflects the objectives and expectations set in the New Zealand Curriculum for Health and Physical Education and is tailored to prepare Year 12 students for NCEA Achievement Standard 91329 while fostering competency development, collaborative learning, and deep conceptual understanding of training methods. The peer teaching model stimulates engagement and skills in both learning and communication, aligned with curriculum values and principles.