Lesson 3 - Body Weight Strength Training
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we use our own body weight to become stronger and develop muscle control?
Learning Objectives
- To develop strength using my own body weight
- To perform strength exercises safely and with control
- To understand how different exercises target different muscle groups
Key Outcomes
- Students will perform strength exercises slowly and with control
- Students will demonstrate proper form for squats, sit-ups, press-ups and bridges
- Students will encourage teammates and show resilience when exercises become challenging
Equipment & Resources Required
Arrange randomly across teaching area, half pointing up (dishes), half pointing down (domes)
Alternative: Markers, bean bags, or small objects that can be flipped
Keep with teacher for drawing cards to determine exercises
Alternative: Dice with exercise chart, exercise spinner, or pre-written exercise cards
Check rope for fraying or damage before use, ensure adequate grip space
Alternative: Strong rope, climbing rope, or resistance band
Key Vocabulary
Using your own body as resistance for strength exercises
Moving slowly and deliberately with good technique
Actively using and squeezing muscles during exercise
The full movement from start to finish position
One complete cycle of an exercise movement
Continuing to try even when something becomes difficult
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Understanding of safe movement in PE
- Experience with simple physical activities
- Ability to follow multi-step instructions
Current Skills
- Controlled body weight movements
- Understanding of muscle engagement
- Teamwork during physical challenges
- Resilience and perseverance
Next Steps
- More complex strength exercises
- Circuit training activities
- Understanding fitness principles
- Self-directed strength routines
Milestone Indicators
Key Teaching Points
- Always emphasise slow, controlled movements over speed or number of repetitions
- Connect each exercise to the specific muscle groups being worked
- Encourage peer support and positive reinforcement throughout challenging activities
- Monitor closely for proper form to prevent injury and maximise exercise effectiveness
- Use the tug of war activity to reinforce teamwork and coordination skills
- Build understanding of how body weight provides resistance for strength training
- Celebrate effort and perseverance over physical performance or winning
Common Misconceptions
- That strength training requires heavy weights - clarify that body weight is sufficient
- That exercises should be performed quickly for maximum benefit - emphasise control over speed
- That muscle fatigue means they should stop - teach difference between good fatigue and harmful pain
- That some students are 'not strong enough' - focus on personal improvement and effort
- That tug of war is only about strength - emphasise teamwork and coordination
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement opportunities, use clear visual and verbal cues
dyspraxia
- Simplify movements initially, provide extra practice time, break complex exercises into smaller steps
autism spectrum
- Provide clear structure and routine, use visual schedule of exercises, offer quiet space if needed during intense activities
visual impairment
- Use verbal descriptions of exercise positions, provide tactile guidance for form, use bright coloured equipment
hearing impairment
- Use visual demonstrations, hand signals for exercise cues, written instruction cards
physical disability
- Modify exercises for seated or supported positions, use resistance bands as alternatives, focus on achievable ranges of motion
Cross-Curricular Links
Maths
Counting repetitions, understanding card values, calculating totals, timing intervals
Science
Understanding muscles and how they work, forces in tug of war, body systems during exercise
PSHE
Perseverance, teamwork, supporting others, building resilience, personal health and fitness
Teacher Guidance
Positioning
Move around the space during exercises to observe all students, position near tug of war for safety monitoring
Observation Focus
Watch for proper exercise form, signs of fatigue, teamwork behaviours, and safety compliance
Intervention Points
Step in if exercise form is unsafe, if students show signs of overexertion, or if team activities become uncooperative
Demonstration Notes
Always demonstrate exercises slowly with perfect form, emphasise the muscle groups being worked, show modifications for different ability levels
Verbal Cues
- •'Slow and controlled!'
- •'Squeeze those muscles!'
- •'Remember to breathe!'
- •'Support your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (hall/gymnasium) or outdoor area, minimum 15m x 20m
Surface Check
Non-slip surface essential, check for any wet patches or obstacles
Equipment Safety
Safety Checks
- •Inspect tug of war rope for fraying, damage, or weak points
- •Ensure cones have no sharp edges or cracks
- •Check playing cards are in good condition (no torn edges)
Risk Management
Key Risks
- •Muscle strain from overexertion
- •Falls during direction changes in warm-up
- •Rope burns or injuries during tug of war
- •Collisions during cone flipping activity
Risk Mitigation
- •Emphasise slow, controlled movements throughout
- •Demonstrate proper form before each exercise
- •Monitor for signs of fatigue and provide rest periods
- •Ensure adequate spacing between students during exercises
- •Clear safety rules for tug of war with immediate stop command
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during exercises
- •Move around during circuit to monitor individual form
- •Maintain close supervision during tug of war activity
- •Watch for overexertion and enforce rest periods
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school first aid personnel if needed