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Lesson 3 - Body Weight Strength Training

Fitness Discovery & Challenge

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Year 3

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Health Related Fitness

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45 min

Big Question

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

Cones

Arrange randomly across teaching area, half pointing up (dishes), half pointing down (domes)

Alternative: Markers, bean bags, or small objects that can be flipped

Cards

Keep with teacher for drawing cards to determine exercises

Alternative: Dice with exercise chart, exercise spinner, or pre-written exercise cards

Ropes

Check rope for fraying or damage before use, ensure adequate grip space

Alternative: Strong rope, climbing rope, or resistance band

Key Vocabulary

Body weight

Using your own body as resistance for strength exercises

Control

Moving slowly and deliberately with good technique

Muscle engagement

Actively using and squeezing muscles during exercise

Range of motion

The full movement from start to finish position

Repetition

One complete cycle of an exercise movement

Perseverance

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

Maintains control throughout full range of motion

Shows understanding of muscle groups being targeted

Demonstrates leadership during team activities

Can suggest exercise modifications independently

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