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Lesson 7 - Developing Stamina Through Movement

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 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

Cones

Distributed around the teaching area for various activities and boundaries

Alternative: Markers, bean bags, or any visible boundary markers

Stopwatch

For timing exercise intervals and rest periods

Alternative: Phone timer, clock with second hand

Whistles

For clear start/stop signals during activities

Alternative: Voice commands, hand signals

Key Vocabulary

Stamina

The ability to sustain prolonged physical effort and resist fatigue

Endurance

The capacity to continue exercising for extended periods of time

Heart Rate

The speed at which your heart beats, measured in beats per minute

Breathing Rate

How fast or slow you breathe in and out during activity

Pace

The speed at which you move during exercise

Perseverance

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

Can sustain moderate exercise for 5+ minutes without stopping

Demonstrates controlled breathing during exercise

Shows positive attitude towards challenging activities

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