Lesson 6 - Fitness Testing & Goals
Athletic Foundations: Endurance to Power
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we measure our fitness improvements and enjoy challenging ourselves?
Learning Objectives
- To refine fitness techniques and improve personal bests
- To understand the importance of cool-down and stretching after exercise
- To enjoy competing and challenging themselves to improve
Key Outcomes
- Students will demonstrate improved fitness test scores
- Students will explain why cooling down is important
- Students will show enjoyment in personal challenges
Equipment & Resources Required
Set up circuit stations 5m apart
Alternative: Markers, bean bags
One per team for warm-up relays
Alternative: Any medium-sized balls
One per station for timing
Alternative: Smartphone timers
For sit and reach measurements
Alternative: Rulers, yard sticks
Pre-prepared with student names
Alternative: Notebooks, clipboards
Set up at station 5
Alternative: Lines marked with tape
Key Vocabulary
The ability to move joints through their full range of motion
The strength of muscles around the trunk and pelvis
The ability to exercise for long periods without getting tired
The ability to generate force quickly in movement
Your best ever score or time in an exercise
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of fitness components
- Experience with circuit training
- Knowledge of simple exercises
Current Skills
- Fitness testing techniques
- Personal goal setting
- Cool-down procedures
Next Steps
- Creating personal fitness programmes
- Understanding training principles
- Leading fitness activities
Milestone Indicators
Key Teaching Points
- Emphasise personal improvement over comparison with others
- Maintain proper technique even when tired
- Use encouraging language to build confidence
- Connect fitness testing to real-life health benefits
- Model positive attitudes towards challenge and effort
- Ensure all students experience some success
- Promote peer support and encouragement
Common Misconceptions
- Thinking fitness is only about being fast or strong - address by explaining different fitness components
- Believing they must beat others to be successful - emphasise personal improvement and effort
- Assuming poor test scores mean they're not good at PE - focus on effort and improvement potential
- Not understanding why cooling down is important - explain muscle recovery and injury prevention
- Thinking fitness testing is only for athletes - connect to everyday activities and lifelong health
SEN Adaptations
ADHD
- Regular activity changes, clear boundaries, immediate feedback and encouragement
dyspraxia
- Simplified movement patterns, extra practice time, breakdown complex exercises into steps
autism spectrum
- Clear routine structure, visual schedule of circuit stations, quiet space available if needed
visual impairment
- Clear verbal descriptions of all tests, tactile markers for distances, buddy system for guidance
hearing impairment
- Visual demonstrations of all exercises, written instruction cards, clear visual signals for timing
physical disability
- Modified tests appropriate to ability level, alternative measurements, focus on personal improvement
Cross-Curricular Links
Maths
Recording and comparing numerical data, measuring distances and times, calculating improvements and percentages
Science
Understanding how exercise affects the body, heart rate changes, muscle function and recovery
PSHE
Setting personal goals, showing resilience, supporting others, understanding personal development
Teacher Guidance
Positioning
Move around circuit stations to observe all students, central position during demonstrations
Observation Focus
Individual technique, effort levels, personal improvement, peer interactions
Intervention Points
Correct poor technique immediately, manage fatigue levels, facilitate positive peer interactions
Demonstration Notes
Use students to demonstrate good technique, show common mistakes to avoid, emphasise safety throughout
Verbal Cues
- •'Technique first, scores second!'
- •'How does this compare to last time?'
- •'Encourage your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area, minimum 25m x 15m clear space
Surface Check
Non-slip surface, dry and level, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check measuring tapes for sharp edges
- •Ensure cones are stable
- •Test timing equipment
Risk Management
Key Risks
- •Overexertion during testing
- •Poor technique leading to injury
- •Collisions during sprint testing
Risk Mitigation
- •Emphasise technique over performance
- •Monitor for signs of fatigue
- •Clear lanes for sprinting
- •Adequate rest between intense activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all circuit stations
- •Monitor individual effort levels
- •Watch for technique breakdown
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, ensure other students continue safely under supervision