Lesson 7 - Developing Stamina Through Movement
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we train our bodies to keep going for longer periods during physical activity?
Learning Objectives
- To complete actions to develop stamina and endurance
- To understand how breathing and pacing affect our ability to sustain exercise
- To recognise the physical changes that occur during sustained exercise
Key Outcomes
- Students will be able to describe how their body feels during different intensities of exercise
- Students will demonstrate the ability to move at different speeds whilst maintaining control
- Students will show improved stamina through sustained physical activity
Equipment & Resources Required
Distributed around the teaching area for various activities and boundaries
Alternative: Markers, bean bags, or any visible boundary markers
For timing exercise intervals and rest periods
Alternative: Phone timer, clock with second hand
For clear start/stop signals during activities
Alternative: Voice commands, hand signals
Key Vocabulary
The ability to sustain prolonged physical effort and resist fatigue
The capacity to continue exercising for extended periods of time
The speed at which your heart beats, measured in beats per minute
How fast or slow you breathe in and out during activity
The speed at which you move during exercise
Continuing to try even when something becomes difficult or tiring
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns (walking, running, jumping)
- Understanding of personal space and movement safety
- Recognition of feeling tired after exercise
Current Skills
- Developing stamina through sustained movement
- Understanding different exercise intensities
- Using breathing techniques during exercise
- Perseverance when activities become challenging
Next Steps
- Training at specific heart rate zones
- Understanding the relationship between fitness and health
- Planning personal fitness programmes
Milestone Indicators
Key Teaching Points
- Stamina is about sustaining effort over time, not about being fastest
- Proper breathing technique helps maintain performance during exercise
- Pacing yourself at the start helps you go for longer periods
- Encouraging others helps build a positive learning environment
- Everyone can improve their stamina with practice and effort
- Different exercises challenge our stamina in different ways
Common Misconceptions
- Faster always means better - correct by emphasising sustained effort
- Only fit people can build stamina - show that everyone can improve
- You should push through any discomfort - teach difference between challenge and pain
- Stamina is only for running - demonstrate variety of stamina activities
SEN Adaptations
ADHD
- Shorter activity periods, frequent movement changes, clear boundaries and expectations
dyspraxia
- Simplified movement patterns, extra practice time, focus on effort over coordination
autism spectrum
- Clear routine structure, visual schedule of activities, quiet rest space available
visual impairment
- Use verbal cues for all activities, partner system for guidance, tactile markers for boundaries
hearing impairment
- Visual demonstrations for all exercises, hand signals for start/stop, written instructions available
physical disability
- Adapted exercises (seated movements, arm exercises), modified distances, alternative challenges
Cross-Curricular Links
Maths
Counting repetitions, timing activities, measuring distances for shuttles, calculating improvements
Science
Understanding heart rate, breathing, energy systems, effects of exercise on the body
PSHE
Perseverance, resilience, teamwork, encouraging others, personal challenge and growth
Teacher Guidance
Positioning
Move around the area to observe all students, position for clear demonstrations and safety monitoring
Observation Focus
Monitor effort levels, technique quality, and signs of fatigue in students
Intervention Points
Step in if students showing overexertion, poor technique, or unsafe behaviour
Demonstration Notes
Always demonstrate exercises slowly first, emphasising key technique points and safety aspects
Verbal Cues
- •'Breathe steadily - in through nose, out through mouth'
- •'Find your own pace - don't worry about others'
- •'Keep going - you can do this!'
- •'Great perseverance - that's stamina building!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area, minimum 20m x 15m for full class
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones checked for damage and placed securely
- •Adequate spacing between activity areas
- •Clear boundaries established
Risk Management
Key Risks
- •Overexertion during high-intensity activities
- •Collisions during shuttle runs
- •Falls during jumping activities
- •Dehydration during sustained exercise
Risk Mitigation
- •Progressive intensity build-up from warm-up
- •Regular checks on students' wellbeing
- •Clear movement patterns and boundaries
- •Emphasis on personal pace rather than competition
- •Adequate rest periods between activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during activities
- •Monitor for signs of overexertion (excessive breathlessness, pale colour)
- •Ensure proper technique during exercises
- •Watch for unsafe behaviour during team activities
Emergency Procedures
Stop activity immediately if student shows distress, provide rest and water, seek first aid if needed