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11th Grade  Project 4 weeks

FitQuest: Total Body Glow-Up

Matthew Thomson Joe McSpiritt
Matthew Thomson, Joe McSpiritt
Updated
CH.PH.02.06
CH.PH.02.22
CH.PH.02.12
12.6.PF.3
1.p
+ 10 more
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The Challenge

You live in a culture where long periods of sitting, irregular sleep, poor nutrition, chronic stress, and inconsistent physical activity make it difficult to maintain balanced health over time. These patterns reduce focus, energy, emotional regulation, and physical fitness, while increasing the risk of preventable illness, burnout, and long-term wellness problems.

Challenge Question

How might we design a seven-week school-day wellness routine for ourselves at SBRSD so that we can improve our fitness, recovery, nutrition, focus, and stress management?

Standards

  • [Massachusetts] CH.PH.02.06 - Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances)
  • [Massachusetts] CH.PH.02.22 - Conduct a personally developed physical activity program
  • [Massachusetts] CH.PH.02.12 - Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension
  • [Massachusetts] 12.6.PF.3 - Develop a physical fitness and/or health plan using community resources (e.g., facilities, programs) to maintain or improve one’s fitness goals. [HPE]
  • [Massachusetts] 1.p - Examine essential components of a wellness program for public safety personnel that combines physical fitness (cardiovascular, strength, flexibility) with mental health strategies (stress management, PTSD relief) to prevent burnout and ensure optimal physical and mental well-being, meeting fitness requirements essential for success in law enforcement, firefighting, dispatch, and other public safety roles.
  • [Massachusetts] CH.PH.02.13 - Explain the personal benefits of making positive health decisions and monitor progress towards personal wellness
  • [Massachusetts] CH.PH.01.09 - Apply skills that increase immediate peak functioning of body systems (vigorous exercise, eating nutritious foods, adequate rest)
  • [Massachusetts] 12.5.PF.3 - Recognize personal assets and demonstrate strategies that support growth mindset related to personal abilities to succeed, grow, and persist through physical activity challenges. [HPE; SE]
  • [Massachusetts] 12.2.PF.11 - Select and participate in physical activities that meet a variety of personal needs (personal goals, strengths, interests, enjoyment, social interaction or self-expression). [PE]
  • [Massachusetts] CH.PH.02.24 - Identify life-management skills and protective factors that contribute to achieving personal wellness health goals, including researching, evaluating, and implementing strategies to manage personal wellness, monitor progress, and revise plans

Competencies

  • Sustain Well-Being - Build affirming life practices (SW.2)
  • Engage In Inquiry - Develop an inquiry plan (EI.2)
  • Design Solutions - Build models, prototypes, or action plans (DS.2)
  • Learn with Purpose - Develop a plan to pursue a goal (LI.1)
  • Learn with Purpose - Monitor progress and adjust (LI.2)

Learning Partners and Clients

Potential partners and clients for your independent wellness project include Lumberjack Olympics and SBRSD. Lumberjack Olympics can connect your routine design to school-based fitness events, motivation, and participation in active challenges. SBRSD can serve as the school-based client context for testing a realistic daily wellness reset that fits your schedule, space, and available resources.

Phase Overview

Phase Key Experiences
Discover
I can launch this project by tracking my own energy, focus, hydration, movement, and stress during a typical school day, then use that experience to identify which habits most affect my wellness and what root causes I want to improve.
Examine
I can investigate how exercise, nutrition, rest, hygiene, recreation, and stress management affect my body and mind so I can define what wellness means for me. I can analyze my current routines and fitness habits to identify patterns that support or interfere with my focus, energy, and health goals. I can research school and community resources, such as fitness spaces, programs, and wellness supports, to find realistic options for my personal plan. I can examine how movement, recovery, and mental health strategies are used in demanding careers like public safety so I can identify essential parts of a balanced wellness program. I can use my findings to set a clear personal goal and decide what evidence I will track to monitor progress and revise my plan.
Engineer
I can develop a personalized seven-week school-day wellness reset routine that combines movement breaks, hydration, healthy snack timing, breathing strategies, and recovery habits into an action plan I can follow and monitor.
Do
I can carry out my wellness reset routine during the school day, collect data on my focus, energy, stress, and activity levels, and use that evidence to judge how well my plan is working for me and what adjustments I need to make.
Share
I can share my wellness routine, progress data, and reflections in an interactive showcase with peers, staff, families, or community partners such as SBRSD or Lumberjack Olympics, explaining both how my plan affected my health and what I learned about my habits, mindset, and ability to persist through change.