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Lesson 1 - Fitness Awareness & Testing

Fitness Discovery & Challenge

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Year 3

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Health Related Fitness

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45 min

Big Question

What is your body capable of achieving when you challenge yourself?

Learning Objectives

To develop an awareness of what your body is capable of
To test and record baseline fitness scores across different fitness components
To understand that fitness has different areas that challenge the body differently

Key Outcomes

Students will complete 6 fitness challenges and record their baseline scores
Students will understand the difference between speed, agility, balance, strength, coordination and stamina
Students will demonstrate supportive behaviour and perseverance during challenging activities

Equipment & Resources Required

Cones

Used for marking distances and creating running track perimeter

Alternative: Bean bags, markers, chalk marks on ground

Pencils

30 (1 per student)

Distributed with fitness record sheets at start

Alternative: Pens, clipboards with attached pencils

Stopwatch

1 (teacher)

Essential for timing all challenges accurately

Alternative: Phone timer, classroom clock with second hand

Tennis Balls

7.5

One ball per group of 4 students for wall coordination test

Alternative: Small playground balls, bean bags for coordination challenge

Score Sheets

30 (1 per student)

Pre-prepared sheets with clear spaces for each fitness test

Alternative: Simple recording sheet with student name and 6 test scores

Key Vocabulary

Fitness

How well your body can do physical activities and exercise

Baseline

Your starting score that you can compare against later

Speed

How fast you can move from one place to another

Agility

How quickly you can change direction while moving

Balance

Your ability to stay steady and not fall over

Strength

How much force your muscles can produce

Coordination

How well different parts of your body work together

Stamina

How long you can keep exercising before getting tired

Perseverance

Keeping trying even when something is difficult

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of exercise making heart beat faster
Experience with running and simple movements
Ability to follow instructions and work safely in groups

Current Skills

Understanding different components of fitness
Recording and tracking personal performance data
Demonstrating perseverance during challenging activities

Next Steps

Developing specific fitness components through targeted activities
Comparing baseline scores with end-of-unit assessments
Creating personal fitness improvement goals

Milestone Indicators

Students can name all 6 fitness components

Students accurately record their scores

Students demonstrate improved effort and technique by lesson end

Key Teaching Points

Emphasise that fitness testing is about personal improvement, not competition with others
Demonstrate each fitness challenge clearly before students attempt it
Ensure accurate recording of baseline scores for future comparison
Create supportive atmosphere where all students feel comfortable attempting challenges
Monitor exertion levels to ensure students work hard but safely
Connect each fitness component to real-life activities and benefits
Celebrate effort and perseverance over high scores

Common Misconceptions

Misconception: 'I'm bad at fitness if my scores are low' - Correction: 'These are starting points to help you improve'
Misconception: 'I should try to beat everyone else's scores' - Correction: 'Focus on doing your personal best'
Misconception: 'Some people are just naturally fit' - Correction: 'Everyone can improve their fitness with practice'
Misconception: 'If I can't do many press-ups, I'm weak' - Correction: 'Different people are strong in different ways'
Misconception: 'Fitness is only about running fast' - Correction: 'Fitness has many different components'

SEN Adaptations

ADHD

Shorter activity bursts with clear breaks, immediate feedback and recording, varied activities to maintain engagement, clear expectations

dyspraxia

Simplified movement patterns, extra practice time, larger recording sheets, buddy support for coordination challenges

autism spectrum

Clear routine and structure, visual schedule of challenges, quiet space available if needed, warning before transitions

visual impairment

Clear verbal descriptions of each challenge, tactile markers for distances, buddy system for guidance, bright coloured equipment

hearing impairment

Visual demonstrations for all activities, written instruction cards, hand signals for timing, clear visual cues for start/stop

physical disability

Modified challenges appropriate to ability level, alternative recording methods, seated or supported versions of tests, focus on effort over outcome

Cross-Curricular Links

English

Using specific vocabulary to describe fitness components, following detailed instructions, expressing feelings about challenges

Maths

Recording and comparing numerical data, timing in seconds and minutes, counting repetitions and laps, measuring distances

Science

Understanding how exercise affects heart rate and breathing, exploring how muscles work during different activities, body systems during physical activity

PSHE

Setting personal goals, showing resilience during challenges, supporting others, understanding individual differences and capabilities

Teacher Guidance

Positioning

Move between challenge stations to observe all students, position at finish line for sprint timing, central location during explanations

Observation Focus

Watch for correct technique in each fitness test, monitor effort levels and fatigue, assess supportive behaviour between students

Intervention Points

Step in if students comparing scores competitively, assist with technique correction, provide encouragement during difficult challenges

Demonstration Notes

Model each fitness test clearly before students attempt it, exaggerate correct technique for visibility, show modifications for different ability levels

Verbal Cues

•'Remember, this is about your personal best!'
•'Great technique, keep that form!'
•'Encourage your partner!'
•'Breathe steadily and pace yourself!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor or outdoor space minimum 40m x 30m for sprint distance plus multiple challenge stations

Surface Check

Non-slip, even surface free from hazards. Outdoor surface dry and level for balance challenges

Equipment Safety

Safety Checks

•Cones checked for sharp edges or cracks
•Tennis balls inspected for damage
•Stopwatch functioning correctly
•Pencils with intact tips, no sharp broken ends

Risk Management

Key Risks

•Collisions during running activities
•Falls during balance challenges
•Overexertion during fitness tests
•Tennis ball strikes during coordination challenge

Risk Mitigation

•Clear running lanes established with adequate spacing
•Balance challenges away from hard surfaces
•Emphasis on personal best rather than maximum effort
•Controlled throwing during coordination test
•Teacher monitoring for signs of excessive fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all active challenge stations
•Monitor breathing and exertion levels continuously
•Watch for proper technique to prevent injury
•Ensure adequate rest between high-intensity challenges

Emergency Procedures

Stop activity immediately if student injured or unwell. Basic first aid available. Contact school medical staff if needed. Cool down gradually if student experiencing difficulty.