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Lesson 6 - Circuit Training: Stamina & Agility

Playful Movement Challenges

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Year 2

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Health Related Fitness

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45 min

Big Question

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

Benches

Place against wall for stability, check height suitable for Year 2

Alternative: Sturdy boxes, low platforms, or step-up blocks

Cones

Various colours helpful for station identification

Alternative: Markers, bean bags, or chalk marks on playground

Cards

5 sets

Place at eye level for students, use clear pictures

Alternative: Laminated pictures or teacher demonstration boards

Mats

5 (optional)

If unavailable, use cones laid on their side

Alternative: Low cones, lines marked on floor, or rope laid flat

Stopwatch

Ensure all students can hear time signals

Alternative: Phone timer or wall clock with second hand

Key Vocabulary

Stamina

The ability to sustain physical effort for extended periods

Agility

The ability to move quickly and change direction with control

Circuit

A series of exercise stations completed in sequence

Pace

The speed at which you move, managed to last the whole activity

Recovery

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

Maintains effort for full 2-minute stations

Shows controlled movement when changing direction

Can explain how body feels during exercise

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