Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Exercise Science

  Course Title:

  Exercise Science

  Course Number:

  8417120

  Career Cluster:

  Health Science

  CIP Number:

  0331050405

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  (Which course benchmarks are aligned with the lesson for the case study?)

  34.01 Describe the characteristic of a positive client experience.

  31.20 Define and describe factors on how to select appropriate exercise.

  Integrated benchmarks: ELA or Other:

  (Which ELA or other content benchmarks support students’ work in this lesson?)

  ELA.12.R.3.2 Paraphrase content from grade-level texts.

  ELA.12.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative meaning of words and phrases, appropriate to grade level.

  Grade level(s)

  12

  Time

  (Keep to one hour / class period.)

  50 minutes

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Navigating Possible Negligence” See CPALMS resource ID# 210517.

• Career Connection

  
  

  In this lesson students will explore the concepts of problem solving, clear communication, organizational skills, decision making, building rapport, determining credible sources, and flexibility.

• Learning Objectives

  
  

  Students will be able to:

  • Define the term “Evidence-Based Practice” and each of its components.
  • Apply the skill of “Evidence-Based Practice” in a clinical setting.

• Prior Knowledge

  
  

  Students should be familiar with:

  • The roles and responsibilities of health and wellness personnel
  • The importance of customer service skills
  • The terms malpractice and negligence

• Guiding Questions

  
  
  • What things you would want your personal fitness professional or healthcare worker to consider when developing your treatment plan or program?
  • What purpose do individual professional expertise, best external evidence, and client/patient values and expectations have when developing a program?
  • Should the components of evidence-based practice follow a balanced protocol or should each element be prioritized?
  • What potential issues could arise in a medical facility if one does not follow evidence-based practices?
  • How can fitness professionals ensure positive client experiences while still following evidence-based practice?

• Procedure

  
  
  1. To introduce the lesson, present the focus question “What are five things you would want your personal fitness professional or healthcare worker to consider when developing your treatment plan or program?” and allow each student to note their list and discuss amongst themselves. Lead a small class discussion on this matter.
  2. Present/ Handout the “Elements of Evidence-Based Practice” attachment.
  • Review the written definitions of each element.
  • Ask students to individually organize each of their 5 considerations into one of the three elements presented in the attachment.
  • Try to prevent any discussion amongst students during the time of organizing their lists.
  3. Refer to the case study, Navigating Possible Negligence, (See CPALMS resource ID# 210517) and read the study as a class.
  4. While the reading is being done, present these focus questions to the class:
  • What are five things you would want your personal fitness professional or healthcare worker to consider when developing your treatment plan or program?
  • What purpose do individual professional expertise, best external evidence, and client/patient values and expectations have when developing a program?
  • Do the components of evidence-based practice follow a balanced protocol? If not, how should each element be prioritized?
  • What potential issues could arise in a medical facility if one does not follow evidence-based practices?
  • How can fitness professionals ensure positive client experiences while still following evidence-based practice?
  5. Once the reading is complete, each student must now write their own definition for each element presented in the attachment and prioritize each one.
  6. Students can find a partner, or small group, to write down considerations they believe each professional in the case study should have had, as well as any other that are different from their original list of 5.
  7. Lead a class discussion where students can select the best newly reworded definition for each element and share their answers to the guiding questions.
  8. To bring the lesson to a close, have students answer the exit question:
  • Should the components of evidence-based practice follow a balanced protocol? If not, how should each element be prioritized?

  This question is a reframing of a focus question. If their opinion changed or not, have each student explain why.

• Teacher Notes

  
  
  • Allow discussion portions to pace between 5-10 minutes for a healthy conversation to develop understanding of new information presented.
  • Read the case study prior to the class presentation and strategically place guiding questions in certain positions through the class reading to encourage critical thinking.

• Optional

  
  

  Extension Ideas:

  • After presenting the case study, provide mock resumes for professionals in the health care world like Tess and Eleanor.
    • Have students write down connections of the resumes and the elements of evidence-based practice.
    • Allow students to research how each professional can add to each of the three elements of Evidence-Based Practice.