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Personal Exercise Planning Unit

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Personal Exercise Planning Unit

Use the scenario and planning tools below to build a safe, realistic exercise plan. You can adapt the example answers to suit your own interests, abilities and access to equipment. Stop if you feel unwell or experience pain, and ask a trusted adult or health professional for advice when needed.

The scenario

Georgia wants to feel more energetic and build general fitness over the next six weeks. She can exercise at home or in a nearby park, has no special equipment, and wants a plan that fits around study and family commitments. She currently walks sometimes but does not follow a regular routine. Your task is to help her make a balanced, safe plan.

1.Write a SMART goal for Georgia. It should be specific, measurable, achievable, relevant and time-bound. Include what she will do, how often, and for how long.

2.In the example goal, identify the Frequency, Intensity, Time and Type. Write one detail for each part.

3.During a moderate-intensity walk, Georgia should be able to talk but find singing difficult. True or false? Explain what she could do if she cannot speak comfortably.

4.Put these session parts in a sensible order: cool-down, main activity, warm-up. Then give one suitable example for each part.

5.Choose two exercises that could help develop muscular strength without equipment. For each, name one way to make it easier or harder.

6.Fill in three activity days for Georgia. Include at least one easier or rest day between demanding sessions, and name the activity for each planned day.

Mon Activity

Tue Recovery

Wed Activity

Thu Recovery

Fri Recovery

Sat Activity

Sun Recovery

7.Georgia plans a hard workout every day, even though she is new to regular exercise. Name one problem with this plan and suggest one improvement.

8.After two weeks, Georgia feels comfortable completing her 25-minute sessions. Suggest one small, sensible change she could try next, without changing everything at once.

9.Name two useful ways Georgia could track her progress that do not rely only on how fast she can run.

10.At the end of each week, what two questions could Georgia ask herself to decide whether her plan is working and needs adjusting?