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Lesson 5 - Circuit Training: Stamina & Co

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 work together to keep our bodies moving and build our fitness?

Learning Objectives

To take part in a circuit to develop stamina and co-ordination
To apply a range of movement skills to different fitness activities
To show balance and control while maintaining effort over time

Key Outcomes

Students will complete a 5-station fitness circuit with sustained effort
Students will demonstrate improved stamina by working continuously for 2-minute intervals
Students will show co-ordination through ladder work, skipping, and jumping activities

Equipment & Resources Required

Cones

10-12

2 per station for marking start/finish points

Alternative: Coloured markers, bean bags

Speed Ladders

1-2

Laid flat on ground with clear approach and exit space

Alternative: Chalk lines on ground, tape markers

Hoops

6-8

Individual hoops for hula hooping station

Alternative: Chalk circles, rope circles

Hurdles

4-8

Set at appropriate height for Year 2 (15-20cm)

Alternative: Cones, foam noodles on cones

Ropes

15-20

Individual ropes, correct length for each child

Alternative: Ribbons, imaginary ropes

Team bibs

15-20

For warm-up tails game and team identification

Alternative: Coloured fabric strips, sashes

Sun Markers

Visual instructions placed at each station

Alternative: Laminated instruction sheets

Timer

Visible to all students for timing intervals

Alternative: Phone timer, wall clock

Key Vocabulary

Circuit

A series of exercise stations completed one after another

Stamina

The ability to keep exercising for a long time without getting too tired

Co-ordination

Using different parts of your body together smoothly and at the right time

Technique

The correct way to perform a movement or skill

Continuous

Keeping going without stopping

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running and jumping movements
Simple skipping and hopping actions
Understanding of following instructions and taking turns

Current Skills

Circuit training participation
Sustained physical effort over time
Co-ordinated movement patterns
Teamwork and encouragement

Next Steps

More complex circuit combinations
Longer duration training sessions
Individual fitness goal setting

Milestone Indicators

Maintains effort for full 2-minute intervals

Shows improved co-ordination in ladder and skipping activities

Demonstrates positive teamwork throughout session

Key Teaching Points

Maintain continuous encouragement throughout challenging 2-minute work periods
Focus on technique quality rather than speed or quantity of repetitions
Use specific feedback related to body position and movement patterns
Celebrate effort and persistence as much as skill achievement
Build athletic identity and connection to real-world fitness training
Ensure all students experience success at their own level
Integrate teamwork and peer support throughout all activities

Common Misconceptions

Thinking faster movement is always better - emphasise quality technique over speed
Believing circuit training is only for athletes - relate to everyday fitness and health
Assuming rest periods are 'wasted time' - explain importance of recovery
Thinking some exercises are 'easier' - highlight different types of fitness challenges
Believing stamina can't be improved - emphasise gradual progress and training effects

SEN Adaptations

ADHD

Use shorter work periods initially (1 minute instead of 2), provide clear structure and routine, offer leadership roles to maintain engagement

dyspraxia

Break down complex movements into smaller steps, allow extra practice time, provide peer support for coordination activities

autism spectrum

Provide visual schedule of circuit progression, allow familiarisation time at each station, offer quiet space for breaks if needed

visual impairment

Use bright coloured equipment, provide clear verbal instructions for each station, assign peer guides for station rotations

hearing impairment

Use visual cues and hand signals for timing and instructions, provide written station cards with clear pictures, use vibration signals for start/stop

physical disability

Adapt exercises to seated or supported positions, modify equipment height and distance, focus on upper body movements where appropriate

Cross-Curricular Links

English

Learning and using fitness vocabulary, following spoken instructions accurately, expressing feelings and experiences through reflection discussions

Maths

Counting repetitions and timing intervals, understanding sequences and patterns in exercise routines, measuring distances for station setup

Science

Understanding heart rate changes during exercise, exploring how muscles work during different movements, investigating balance and coordination

PSHE

Building resilience and persistence through challenging activities, developing teamwork and communication skills, understanding personal health and fitness

Teacher Guidance

Positioning

Central position during demonstrations, circulating during circuit work for maximum supervision

Observation Focus

Individual effort levels and signs of overexertion; Technique development across different activities; Safety compliance during equipment use; Social interactions and teamwork behaviours

Intervention Points

["When students show signs of fatigue that could lead to injury", "If unsafe behaviours observed at any station", "When technique errors could cause frustration or injury", "If teamwork breaks down or negative interactions occur"]

Demonstration Notes

Use students as positive examples when possible, demonstrate modifications for different ability levels, emphasise technique over speed

Verbal Cues

•'Light feet, quick steps!' during ladder work
•'Spring like a kangaroo!' for hurdle landings
•'Keep going, you're strong!' for encouragement
•'Help your teammate succeed!' for peer support

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area, minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface essential, check for wet areas or debris before starting

Equipment Safety

Safety Checks

•Speed ladder laid flat with no curled edges
•Hurdles set at appropriate height (15-20cm) and stable
•Skipping ropes checked for fraying or damaged handles
•Hoops inspected for cracks or sharp edges
•Cones securely placed and visible

Risk Management

Key Risks

•Collision between students during circuit rotations
•Trips and falls over equipment
•Overexertion during sustained exercise periods
•Entanglement in skipping ropes

Risk Mitigation

•Clear pathways between stations marked and maintained
•30-second rest periods enforced between stations
•Continuous monitoring of individual fatigue levels
•Proper technique demonstrated to prevent injury
•Adequate spacing between working students at each station

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all five stations
•Circulate continuously during work periods
•Monitor students showing signs of overexertion
•Ensure safe rotation procedures followed

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear pathways for emergency access