Abstract
National physical activity guidelines recommend that school-age youths participate in fitness-related activities, such as: (a) aerobic, (b) anaerobic, and (c) mobility activities at least three days per week. Physical education provides students with the opportunity to develop competencies in fitness knowledge and skills. Fitness is an established learning outcome within the National Physical Education Standards and supports physical literacy development. However, a myriad of barriers exists for teaching fitness within physical education including limited learning time in physical education, limited equipment, and a lack of teacher knowledge and/or teaching behaviors, as well as misconceptions about fitness activities and appropriate progressions. This article presents a novel approach for the planning and implementation of fitness content using fitness buckets (movement, power, strength, and conditioning) and provides real-world examples of how to apply the principles within secondary physical education.