Lesson 6 - Circuit Training: Stamina & Agility
Playful Movement Challenges
•Year 2
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we train our bodies to become stronger and move with better control?
Learning Objectives
- To take part in a circuit to develop stamina and agility
- To understand how the body responds to sustained physical activity
- To demonstrate control and balance when changing direction
Key Outcomes
- Students will complete a fitness circuit with improved stamina
- Students will show controlled direction changes with balance
- Students will understand the importance of pacing during exercise
Equipment & Resources Required
Place against wall for stability, check height suitable for Year 2
Alternative: Sturdy boxes, low platforms, or step-up blocks
Various colours helpful for station identification
Alternative: Markers, bean bags, or chalk marks on playground
Place at eye level for students, use clear pictures
Alternative: Laminated pictures or teacher demonstration boards
If unavailable, use cones laid on their side
Alternative: Low cones, lines marked on floor, or rope laid flat
Ensure all students can hear time signals
Alternative: Phone timer or wall clock with second hand
Key Vocabulary
The ability to sustain physical effort for extended periods
The ability to move quickly and change direction with control
A series of exercise stations completed in sequence
The speed at which you move, managed to last the whole activity
Rest time between activities to let the body prepare for the next effort
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jumping movements
- Following simple instructions
- Understanding start and stop signals
Current Skills
- Circuit training participation
- Direction changing with control
- Stamina development through sustained activity
Next Steps
- More complex fitness circuits
- Personal fitness goal setting
- Understanding different types of fitness
Milestone Indicators
Key Teaching Points
- Emphasise technique over speed to prevent injury and build proper movement patterns
- Use pacing strategies to develop understanding of sustained effort and stamina building
- Encourage peer support and teamwork to build positive learning environment
- Connect physical feelings to learning about body responses to exercise
- Maintain high energy and enthusiasm to motivate students through challenging activities
- Provide specific, technique-focused feedback rather than general praise
- Build progression through three circuit completions to show improvement
Common Misconceptions
- Faster is always better - explain importance of control and sustainable pace
- Rest periods are wasted time - teach that recovery is essential part of fitness training
- Only naturally athletic students can succeed - show that effort and technique matter more than natural ability
- Circuit training is only for older students - demonstrate age-appropriate versions that build foundation skills
- Feeling tired means stopping - teach difference between good tiredness from exercise and harmful exhaustion
SEN Adaptations
ADHD
- Use clear timing signals, provide movement breaks between explanations, allow fidget tools during discussions
dyspraxia
- Break down complex movements into smaller steps, allow extra practice time, use larger equipment where possible
autism spectrum
- Provide visual schedule of circuit stations, allow preview of activities, create quiet space for breaks if overwhelmed
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of all stations, buddy system for guidance around circuit
hearing impairment
- Use visual signals for timing, clear demonstrations of all exercises, written station cards with pictures
physical disability
- Adapt exercises to wheelchair or seated versions, modify step-ups to upper body exercises, adjust distances and heights
Cross-Curricular Links
Maths
Counting circuits and repetitions, timing activities with minutes and seconds, measuring distances between cones
Science
Understanding heart rate and breathing changes during exercise, exploring energy use by the body
PSHE
Building resilience and determination, supporting others during challenges, understanding personal limits
Teacher Guidance
Positioning
Move continuously around the circuit area to maintain visual contact with all stations
Observation Focus
Monitor technique quality, effort levels, and safety throughout sustained activity periods
Intervention Points
Step in immediately if technique becomes unsafe due to fatigue or if students show signs of overexertion
Demonstration Notes
Use clear, exaggerated movements for all technique demonstrations, particularly direction changes and pacing strategies
Verbal Cues
- •'Bend those knees for better control!'
- •'Find your pace - you need to last 2 minutes!'
- •'Brilliant encouragement - keep supporting each other!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 20m x 30m with clear sight lines
Surface Check
Non-slip surface free from water, obstacles, or trip hazards
Equipment Safety
Safety Checks
- •Benches secured against wall and height-checked for Year 2
- •Cones in good condition with no sharp edges or cracks
- •Adequate spacing between stations to prevent collisions
Risk Management
Key Risks
- •Overexertion during sustained activities
- •Collisions during direction changes
- •Falls during step-up activities
- •Dehydration during intense exercise
Risk Mitigation
- •Clear progression from gentle warm-up to intense activity
- •Regular rest periods and hydration opportunities
- •Consistent monitoring of students for signs of distress
- •Equipment positioned to maximise safety
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all stations during circuit
- •Move between stations to provide close supervision
- •Monitor step-up station particularly for safe technique
Emergency Procedures
Stop all activity immediately on any injury, assess severity, provide appropriate first aid, and ensure other students continue safely