Lesson 5 - Circuit Training: Stamina & Co
Playful Movement Challenges
•Year 2
•Health Related Fitness
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
2 per station for marking start/finish points
Alternative: Coloured markers, bean bags
Laid flat on ground with clear approach and exit space
Alternative: Chalk lines on ground, tape markers
Individual hoops for hula hooping station
Alternative: Chalk circles, rope circles
Set at appropriate height for Year 2 (15-20cm)
Alternative: Cones, foam noodles on cones
Individual ropes, correct length for each child
Alternative: Ribbons, imaginary ropes
For warm-up tails game and team identification
Alternative: Coloured fabric strips, sashes
Visual instructions placed at each station
Alternative: Laminated instruction sheets
Visible to all students for timing intervals
Alternative: Phone timer, wall clock
Key Vocabulary
A series of exercise stations completed one after another
The ability to keep exercising for a long time without getting too tired
Using different parts of your body together smoothly and at the right time
The correct way to perform a movement or skill
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
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