Exercise with Limited Equipment

With COVID-19 closing down gyms and drivers on the road for extended hours, it seems inevitable that Americans will gain weight! Don’t fear! Luma is here to share some learning lesson strategies for teaching your employees and drivers to exercise with limited equipment.

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Our free Luma Learning Lessons include objectives, estimated time, materials and instructional procedures for classroom and online/blended teaching. We will provide strategies on how to use our new LumaLive technology to collaborate virtually in real-time. We include these pillars from our learning research to illustrate where they are infused in our lessons.

Interaction Types

For decades there has been discussions of interaction types in education. (Anderson, 2003) Most interaction types observed in driver training traditionally are learner to instructor or learner to content. Moreover, most interaction time with driver training and orientation is synchronous or at the same time. This Learning Strategy is going to help you think about ways you can hold training without a physical classroom.

Interaction Time

The following Lesson is broken down into two different interaction times.

Lesson #32: Exercise with Limited Equipment


  • Create a list of items you can use for exercise when you have limited equipment.
  • Share workout examples.

Estimated Time

30 minutes


  • LumaLive or similar technology
  • Scavenger Hunt Worksheet
  • Computer or Smartphone
  • eNugget® on Exercising with Limited Equipment or similar online content.

Instructional Procedures for Synchronous Training
(or at the same time without a classroom)
We are going to assume that you do not have access to a physical classroom. However it could be adapted for a physical classroom.

  1. Meet with learners using LumaLive or similar webinar technology that allows you to meet at the same time.
  2. EngagementAsk how many of them have been working on a regular basis (3-4 times per week)? Ask why not to those that have not been consistently working out?
  3. AuthenticityOptional: Have learners turn on their videos.
  4. EfficiencyExplain that being on the road or being stuck at home without a gym while trying to establish a fitness routine can be tricky, to say the least. But developing a physical activity program that works for you doesn’t need to be difficult. In fact, your equipment may be right in your toolbox.
  5. EfficiencyPass out the Scavenger Hunt Worksheet.
  6. AuthenticityGo over the example and then brainstorm ideas of items around the house and discuss ideas.
  7. AuthenticityChallenge the learners to create their own toolbox for the group. They are going to create a list of items you can use for exercise when you have limited equipment. They will also create exercises that can be shared across students.
  8. EngagementOptional: Make it like a game and users that come back within a week and have the most items win a company workout shirt.
  9. Meet back in a week and share strategies.

Instructional Procedures for Asynchronous Training
(or not at the same time)

  1. EfficiencySend out our eNugget® on Exercising With Limited Equipment to complete. Have them also complete the Scavenger Hunt Worksheet.
  2. EfficiencyHave learners post their completed worksheets to an online discussion board and answer 2 of the following questions.
    • Share an image of your item.
    • Video tape your exercise and share with the group.
  3. AuthenticityEngagementChallenge learners to respond to 1 learner to try their exercise and leave feedback.
  4. Give them the requirement that they have to respond to anyone that posts a comment to their post.
  5. AuthenticityEngagementOptional: Make it like a game and users that come back within a week and have the most feedback win a company workout shirt.

Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. Handbook of distance education, 129-144.

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