Lesson 7 - Body Weight Exercises
Fitness Fundamentals & Fun
•Year 1
•Health Related Fitness
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our own body weight to become stronger and fitter?
Learning Objectives
- To explore exercises that use your own body weight
- To develop control and coordination through movement
- To understand different muscle groups and how to strengthen them
Key Outcomes
- Students will perform a variety of body weight exercises with correct technique
- Students will demonstrate improved balance and control in their movements
- Students will identify which exercises work different parts of their body
Equipment & Resources Required
Placed around the activity area perimeter
Alternative: Bean bags, markers, or coloured bibs
For marking off bingo cards during activities
Alternative: Small markers or counters
One card per pair of students
Alternative: Create simple exercise cards with pictures
Resource showing which exercise matches each letter
Alternative: Create alphabet-exercise matching sheets
Key Vocabulary
Using your own body as resistance to build strength
The number of times you repeat an exercise
The correct way to perform an exercise
The muscles in your stomach area
Keeping your body steady and controlled
Moving your body exactly how you want it to move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills (running, jumping, hopping)
- Understanding of personal space
- Following simple instructions in PE
Current Skills
- Body weight exercises using own resistance
- Coordinated movements combining upper and lower body
- Sustained physical activity over longer periods
Next Steps
- Combining exercises into sequences
- Understanding workout structure and rest periods
- Creating personal fitness challenges
Milestone Indicators
Key Teaching Points
- Emphasise that body weight exercises use our own body as resistance to build strength
- Quality of movement is always more important than speed or number of repetitions
- Different exercises work different muscle groups - help students make these connections
- Partner cooperation and support creates a positive learning environment
- Everyone finds different exercises challenging - celebrate individual progress
- Correct technique prevents injury and maximises the benefits of exercise
- Fitness should be fun and engaging, not a chore or punishment
Common Misconceptions
- Misconception: 'Faster is better' - Correction: Emphasise slow, controlled movements for strength building
- Misconception: 'I can't do it perfectly so I won't try' - Correction: Celebrate effort and gradual improvement
- Misconception: 'Exercise is only for athletic people' - Correction: Everyone can benefit from movement and fitness
- Misconception: 'If it doesn't hurt, it's not working' - Correction: Good exercise should feel challenging but not painful
- Misconception: 'I need equipment to get strong' - Correction: Our body weight provides excellent resistance for strength building
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular positive feedback, movement breaks built in naturally
dyspraxia
- Simplified exercise versions, extra practice time, verbal cues for coordination, partner support for technique
autism spectrum
- Clear routine structure, visual exercise cards, quiet space available if needed, predictable activity sequence
visual impairment
- Clear verbal descriptions of all exercises, partner support for positioning, use of bright coloured equipment
hearing impairment
- Visual demonstrations for all exercises, written instruction cards, hand signals for exercise changes
physical disability
- Seated or modified versions of exercises, adapted equipment, reduced range of motion options
Cross-Curricular Links
English
Letter recognition during name spelling, new vocabulary development (abdominals), following instructions
Maths
Counting repetitions, understanding sets and numbers, measuring time for exercises
Science
Understanding muscles and how they work, effects of exercise on the body, heart rate changes
PSHE
Cooperation and partnership, supporting others, understanding personal health and fitness
Teacher Guidance
Positioning
Central position for demonstrations, move around pairs during activities for individual support
Observation Focus
Exercise technique, partner cooperation, effort levels, understanding of muscle groups
Intervention Points
Step in when technique becomes unsafe, provide support for struggling students, facilitate partner problems
Demonstration Notes
Always demonstrate exercises slowly first, then at normal speed. Use students to demonstrate good technique when possible. Emphasise the muscle groups being worked.
Verbal Cues
- •'Quality over quantity - perfect technique is more important than speed!'
- •'Help your partner succeed - we're all learning together!'
- •'Feel those muscles working - that's how we get stronger!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space, suitable for floor exercises and movement
Surface Check
Clean, dry, non-slip surface suitable for floor-based exercises
Equipment Safety
Safety Checks
- •Cones checked for sharp edges or damage
- •Pencils distributed safely to avoid injury
- •Resource cards in good condition and clearly readable
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls during hopping or jumping exercises
- •Strain from incorrect exercise technique
- •Overexertion during continuous activity
Risk Mitigation
- •Clear personal space boundaries established
- •Emphasis on controlled movements over speed
- •Progressive skill building from simple to complex
- •Regular technique checking and correction
- •Partner support system for safety
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines during floor exercises
- •Move around groups during partner activities
- •Monitor for signs of fatigue or overexertion
- •Watch for correct technique during all exercises
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required