Lesson 1 - Stamina and Endurance Training
Athletic Foundations: Endurance to Power
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
Use to mark stations, boundaries, and shuttle run distances
Alternative: Bean bags, markers, chalk lines
For throw and catch station activities
Alternative: Soft play balls, juggling bean bags
Place at Station 5 for lateral jumping activities
Alternative: Lines marked with tape or chalk, rope on ground
Essential for timing 45-second work periods and 15-second rest
Alternative: Smartphone timer app, wall clock with second hand
One per student for recording scores at each station
Alternative: Mini whiteboards, mental tracking for younger students
To identify groups of 6 for station rotation
Alternative: Coloured stickers, team cards
Key Vocabulary
The ability to sustain physical effort over a long period of time
How long your body can keep working during physical activity
Exercises involving explosive jumping movements to build power
A series of different exercises done one after another with rest periods
The speed at which you do an activity - not too fast, not too slow
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
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