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Lesson 6 - Fitness Testing & Goals

Athletic Foundations: Endurance to Power

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Year 3

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Health Related Fitness

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50 min

Big Question

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

Cones

Set up circuit stations 5m apart

Alternative: Markers, bean bags

Softballs

One per team for warm-up relays

Alternative: Any medium-sized balls

Stopwatch

One per station for timing

Alternative: Smartphone timers

Measuring Tapes

For sit and reach measurements

Alternative: Rulers, yard sticks

Score Sheets

Pre-prepared with student names

Alternative: Notebooks, clipboards

Mats

Set up at station 5

Alternative: Lines marked with tape

Key Vocabulary

Flexibility

The ability to move joints through their full range of motion

Core strength

The strength of muscles around the trunk and pelvis

Stamina

The ability to exercise for long periods without getting tired

Dynamic power

The ability to generate force quickly in movement

Personal best

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

Improved test scores from previous attempts

Consistent technique in all exercises

Positive attitude towards personal challenges

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