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Lesson 1 - Stamina and Endurance Training

Athletic Foundations: Endurance to Power

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Year 3

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Health Related Fitness

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Big Question

How can we train our bodies to keep going even when we feel tired?

Learning Objectives

To understand what stamina means and how to develop it through exercise
To sustain physical performance over extended periods of time
To learn how to warm up effectively and cool down safely after exercise

Key Outcomes

Students will demonstrate improved endurance through circuit training activities
Students will explain the importance of warm-up and cool-down routines
Students will show resilience and determination when physical activities become challenging

Equipment & Resources Required

Cones

20-30

Use to mark stations, boundaries, and shuttle run distances

Alternative: Bean bags, markers, chalk lines

Tennis Balls

15 (1 per pair)

For throw and catch station activities

Alternative: Soft play balls, juggling bean bags

Mats

Place at Station 5 for lateral jumping activities

Alternative: Lines marked with tape or chalk, rope on ground

Stopwatch

Essential for timing 45-second work periods and 15-second rest

Alternative: Smartphone timer app, wall clock with second hand

Pencils

One per student for recording scores at each station

Alternative: Mini whiteboards, mental tracking for younger students

Bibs

30 (5 different colours)

To identify groups of 6 for station rotation

Alternative: Coloured stickers, team cards

Key Vocabulary

Stamina

The ability to sustain physical effort over a long period of time

Endurance

How long your body can keep working during physical activity

Plyometric

Exercises involving explosive jumping movements to build power

Circuit Training

A series of different exercises done one after another with rest periods

Pace

The speed at which you do an activity - not too fast, not too slow

Heart Rate

How fast your heart beats, especially during and after exercise

Skill Progression Pathway

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

Prior Learning

Basic locomotor movements (running, jumping, hopping)
Understanding of personal space and following simple instructions
Experience with stop and start activities

Current Skills

Developing cardiovascular endurance through sustained activity
Learning to pace effort over time
Building muscular endurance through repeated movements

Next Steps

Applying stamina training to team sports and games
Creating personal fitness goals and tracking progress
Understanding different types of fitness (strength, flexibility, power)

Milestone Indicators

Can complete full circuit without stopping

Shows consistent effort rather than starting fast and slowing down

Can explain the difference between tired muscles and being out of breath

Key Teaching Points

Stamina is the ability to sustain effort over time, different from speed or strength
Proper pacing prevents early fatigue and allows for sustained performance
Good technique becomes more important when tired, not less important
Circuit training develops both cardiovascular and muscular endurance
Honest self-assessment and score recording helps track real progress
Cool-down activities are essential for safe recovery after intense exercise
Building stamina requires gradual challenge and consistent effort over time

Common Misconceptions

Misconception: 'Going as fast as possible is always best' - Correction: Sustainable pace allows for better overall performance
Misconception: 'If it doesn't hurt, it's not working' - Correction: Challenge should feel difficult but not painful
Misconception: 'Stamina is the same as being strong' - Correction: Stamina is about lasting power, strength is about force
Misconception: 'Cool-down is optional if you feel fine' - Correction: Cool-down prevents injury and aids recovery
Misconception: 'Only fit people can improve their stamina' - Correction: Everyone can improve with appropriate training

SEN Adaptations

ADHD

Use shorter work periods if needed, provide extra movement breaks, give clear, simple instructions one at a time, use positive reinforcement frequently

dyspraxia

Break down complex movements into smaller steps, allow extra time for transitions, provide additional demonstrations, focus on effort over precise technique

autism spectrum

Provide visual schedule of lesson structure, allow familiar partner partnerships, give clear expectations for each station, provide quiet break area if needed

visual impairment

Use verbal descriptions of all activities, assign buddies for station guidance, ensure clear audio signals for timing, use bright coloured equipment where possible

hearing impairment

Use visual timing signals, provide written instructions at each station, use clear gestures and demonstrations, ensure face-to-face communication

physical disability

Modify exercises for wheelchair users (arm circles instead of running, seated catches), provide alternative scoring methods, adjust work periods as needed

Cross-Curricular Links

English

Using vocabulary related to fitness and body systems, explaining concepts of stamina and endurance, following and giving instructions

Science

Understanding heart rate changes, muscle fatigue, breathing rate during exercise, adaptation and recovery processes

Mathematics

Recording and comparing numerical scores, timing intervals, counting repetitions accurately, data analysis of performance improvement

PSHE

Resilience and perseverance when facing challenges, honest self-assessment, supporting and encouraging others

Teacher Guidance

Positioning

Central position during circuit training for visibility of all stations, move actively to provide feedback and encouragement

Observation Focus

Monitor effort levels, technique maintenance under fatigue, and signs of overexertion or distress

Intervention Points

Step in if students pushing beyond safe limits, provide technique corrections when form breaks down significantly, offer modifications for struggling students

Demonstration Notes

Use student volunteers for station demonstrations to increase engagement, show modifications for different ability levels, demonstrate pacing concepts clearly

Verbal Cues

•'Find your sustainable pace - not too fast, not too slow!'
•'Keep that technique strong even when tired!'
•'This is where real stamina is built - when it gets tough!'
•'Breathe steadily and listen to your body'
•'Honest scoring helps you track your real progress'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 20m x 20m, with additional space for 5 circuit stations

Surface Check

Non-slip, even surface essential for running and jumping activities, check for hazards before lesson

Equipment Safety

Safety Checks

•Ensure cones are not cracked and placed securely for boundaries and shuttle runs
•Check balls are properly inflated and free from damage
•Verify speed bounce mats are flat and secure, or lines are clearly marked
•Test stopwatch/timer functionality before lesson begins

Risk Management

Key Risks

•Overexertion during high-intensity circuit training
•Collisions during shuttle runs or lap running
•Slips and falls during plyometric activities
•Injury from poor technique during mountain climbers or other exercises

Risk Mitigation

•Clear instruction on pacing and listening to body signals
•Adequate spacing between stations and within each station
•Emphasis on technique over speed throughout all activities
•Progressive build-up from warm-up through to main activity
•Active supervision and technique correction during circuit training

Supervision & Emergency Procedures

Supervision Points

•Position centrally during circuit training for visibility of all stations
•Move actively between stations to provide feedback and ensure safety
•Monitor for signs of overexertion, particularly during second circuit
•Ensure immediate access to first aid equipment and water if available

Emergency Procedures

Stop activity immediately if student injury occurs, assess and provide appropriate first aid, ensure other students are supervised and safe