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Lesson 7 - Body Weight Exercises

Fitness Fundamentals & Fun

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Year 1

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Health Related Fitness

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45 min

Big Question

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

Cones

Placed around the activity area perimeter

Alternative: Bean bags, markers, or coloured bibs

Pencils

For marking off bingo cards during activities

Alternative: Small markers or counters

Cards

1 set

One card per pair of students

Alternative: Create simple exercise cards with pictures

Exercise Cards

15 sets

Resource showing which exercise matches each letter

Alternative: Create alphabet-exercise matching sheets

Key Vocabulary

Body weight

Using your own body as resistance to build strength

Repetitions

The number of times you repeat an exercise

Technique

The correct way to perform an exercise

Abdominals

The muscles in your stomach area

Balance

Keeping your body steady and controlled

Control

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

Maintains good posture during exercises

Can complete 5-10 repetitions of each exercise

Shows understanding of which muscles are working

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