LESSON PLAN

Date:

Lesson: 47 – MTB - Riding Development - 100 Minutes.

Ability Level - Mixed

Topic: Mountain Biking – Riding Development – Training – Strategies to Improve – part 47 (of 1000)
Learning Objectives :
·  Understand the concept of ‘oxygen debt’ and how that feels.
·  Experience the concept of the ‘head wind’ and/or ‘cross wind’.
·  Tackle a technical climb on flooded ground with loose rock.
·  Tips to assess depth of water whilst riding.
·  Understand the importance of body position whilst tackling downhill rocks. / Learning outcomes:
·  All students will, at some point, max their heart rate.
·  Most students will look for shelter of any kind, whether imaginary or not.
·  Some students will learn to ‘dab’, others will just keel over.
·  Some students will go on to enter World Bog-Snorkelling Championships.
·  All students will, at some point in time, have an off.
Vulnerable Students: That’s everyone somewhere during the ride.
Resources:
A Mountain bike preferably with some kind of suspension.
A Helmet (really kids, you’re going to need one)
Appropriate bike clothing (layered).
A working cardiovascular/musculo-skeletal system.
Water
Food
Spare/Emergency kit to include minimum of: Spare inner tube(s), a means to inflate it, a mobile phone, a waterproof, if not already wearing it, multitool, & money.
Differentiation:
By Outcome - If you fall off, it’s probably your fault.
MTB statemented students - will need to have it explained to them that just because they are riding a 5K carbon 29er full-susser, doesn’t mean that they are in fact any good.
Gifted and Talented students - forced to ride rigid fixie’s.
Activities:
Time
0-5 Mins
5-20 Mins
20-60 MIns
60-80 MIns
80-85 MIns
85 MIns
85-100 MIns / Student/teacher activity( Include headings, starter, main and plenary)
Class arrival and registration: - ‘The Stoke’ - Watch (5 mIns) - youtube clip showing GoPro DH professionals blitzing a dry, loamy, marked out course.
Starter: - ‘Where’s my chamois ?’ - 15 mins - Get dressed for activity – includes time spent to find missing sock/glove/motivation.
Main 1 – ‘Warm-up’ – Students tackle 40 min climb immediately. Av gradient = 14%.
Question – How do you feel ?
Question – You know there’s another 25 minutes of this climb left ?
Students express feelings (in short, breathless snatches)
Stretch and challenge G&T students by asking for an improvised haiku.
Main 2 – ‘Adversity Challenge’ – Students will face tough head/cross wind on open moorland, sometimes with driving rain/sleet.
Question – Are you having fun yet ?
Question – Did you know Bodmin Moor is one of the wettest, warmest places in the UK ?
Question (Higher level of Blooms’ Taxonomy) – Should there be an uplift service to get to the top of that Tor ? Justify your answer.
Main 3 – ‘Dibs for no dabs’ – Students climb steep, wet, technical section of trail. (Give Well Done Award to those that do not put a foot down during the technical climb phase.)
Main 4 – ‘True or False’ - Students make appropriate response to statement – ‘That flooded bit is too deep to ride through’. Then ride through it to test their working hypothesis.
Main 5 - ‘Blimey that’s gnarly’ - Students tackle steep, loose, rocky downhill section.
Question – Do you know you’re in a tin mining area and there might be disused workings round here ?
Question – Which is harder, granite or your knees ?
Question – (Higher level) – Does adrenalin improve or hinder performance ? How ?
Stretch & challenge = Ewe’s with lambs lunge wildly in front of G & T students.
Extension Task(s)
2nd Loop anyone?
Plenary – ‘During the oxygen debt phase…. Could you speak ?’
-  ‘Head or Cross wind…. Which one is worse ? Why ?’
-  ‘When you stall, is it better to topple left or right ?’
-  ‘Water half way up your seat tube…. What are the benefits of following a leader ?’
-  ‘Why should you tell someone where you going and carry a mobile ?’
-  ‘Hands up. Who wants to do it again ?’
Next lesson – (48) – Repeat today’s session, this time with a large herd of bullocks on the moorland stretch.
AFL -Assessment Opportunities:
Rich oral questioning.
Do students fall off/give up/complain repeatedly ? (1= Never, 10 = All the time).
Literacy – Correct MTB specific language usage – eg – ‘Stoked’, ‘Gnar’, ‘Rad’, Awesome’, ’Bonk’ and ‘Mech hanger’.
- use the term ‘bastard’ correctly in a mountain biking specific statement.
Numeracy – use GPS to work out what % of the 12 mile route is uphill.
- students plot heart rate vs gradient relationship graph.
GCSE Past Paper question (Jan 2014) – “ I just bought a 26 inch full-susser with 3x10, external cable routing , a QR rear axle and 69 degree head angle. Am I out of date ?” – Discuss. (10 Marks)
Homework:
Ride bike more.
Cross-train.
Eye up shiny new kit that will undoubtedly make you a better rider.
Gifted and Talented Students = Persuade another person that it might be the best leisure activity in the world. Ever.