Lesson 6 - Circuit Training: Stamina & Agility
Fitness Fundamentals & Fun
•Year 1
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we train our bodies to be stronger and more agile through circuit training?
Learning Objectives
- To take part in a circuit to develop stamina and agility
- To understand how our bodies respond to different types of exercise
- To demonstrate safe movement patterns when changing direction
Key Outcomes
- Students will complete a multi-station fitness circuit
- Students will demonstrate controlled direction changes
- Students will recognise how their body feels during sustained exercise
Equipment & Resources Required
Position against wall for stability
Alternative: Sturdy boxes or gym mats folded for height
Various arrangements for different stations
Alternative: Bean bags, markers, or laminated paper spots
Place clearly visible at each station
Alternative: Laminated instruction sheets with pictures
Optional equipment for Station 5
Alternative: Lines marked on floor or rope laid flat
For timing 2-minute intervals and 30-second rests
Alternative: Smartphone timer or classroom clock
Key Vocabulary
A series of exercises performed one after another
The ability to keep exercising for a long time
The ability to move quickly and change direction
How fast or slow you move during exercise
Moving from one way to another way quickly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (running, jumping, stepping)
- Understanding of personal space
- Following simple instructions in PE
Current Skills
- Circuit training participation
- Direction changes with control
- Stamina awareness and pacing
Next Steps
- More complex agility patterns
- Understanding different fitness components
- Self-monitoring of effort levels
Milestone Indicators
Key Teaching Points
- Emphasise proper direction changing technique - bend knees, turn hips, push off one foot
- Teach appropriate pacing strategies for sustained activities
- Build understanding of how exercise affects the body
- Promote peer encouragement and support throughout activities
- Focus on personal improvement rather than competition
- Maintain safety awareness especially during fatigue
- Connect learning to real-world applications and other sports
Common Misconceptions
- Students think faster is always better - teach them about pacing and control
- Belief that being tired means they should stop - explain normal exercise responses
- Thinking agility is just about speed - emphasise control and technique
- Assuming circuit training is only for athletes - connect to everyday fitness
- Believing they can't improve - celebrate small progressions and effort
SEN Adaptations
ADHD
- Shorter work intervals if needed, clear station boundaries, regular positive reinforcement, movement breaks between explanations
dyspraxia
- Extra demonstration time, simplified movement patterns, larger target areas, additional practice opportunities, patient repetition
autism spectrum
- Clear visual schedule of circuit order, predictable routine structure, quiet rest area available, advance warning of transitions
visual impairment
- Use brightly coloured cones, verbal descriptions of each station, buddy system for guidance, tactile markers for boundaries
hearing impairment
- Clear visual demonstrations, written instruction cards at stations, hand signals for start/stop, visual timer displays
physical disability
- Modified activities for seated or supported positions, reduced intensity options, adapted equipment heights, alternative movement patterns
Cross-Curricular Links
English
Following multi-step instructions, describing physical sensations, using fitness vocabulary in discussions
Maths
Counting repetitions, timing intervals, measuring distances between cones, comparing scores across rounds
Science
Understanding how exercise affects heart rate, breathing, and body temperature, learning about muscles working
PSHE
Building resilience and determination, supporting and encouraging others, celebrating personal achievements
Teacher Guidance
Positioning
Central position allowing view of all stations, move around circuit during activities
Observation Focus
Monitor technique, effort levels, safety, and peer interactions
Intervention Points
Step in for safety concerns, technique corrections, or motivation support
Demonstration Notes
Use clear, slow demonstrations emphasising key technique points, repeat as needed
Verbal Cues
- •'Bend those knees when changing direction!'
- •'Remember your pace - you can do this!'
- •'Encourage your teammates!'
- •'Stay on your feet and keep moving!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 15m with clear pathways between stations
Surface Check
Non-slip surface free from water, debris, or loose equipment
Equipment Safety
Safety Checks
- •Benches secured against wall to prevent sliding
- •All cones placed firmly on ground
- •Station cards clearly visible and secured
- •No damaged or broken equipment
Risk Management
Key Risks
- •Slips and falls during direction changes
- •Collisions between students at stations
- •Over-exertion during circuit activities
- •Bench instability during step-ups
Risk Mitigation
- •Clear boundaries and adequate spacing at each station
- •Proper warm-up before high-intensity activities
- •Continuous monitoring for fatigue signs
- •Progressive skill building with demonstrations
- •Emphasis on controlled movements over speed
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all five stations
- •Move around circuit during activities
- •Monitor bench stations particularly closely
- •Watch for signs of over-exertion
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required