Lesson 1 - Fitness Awareness & Testing
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
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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
Used for marking distances and creating running track perimeter
Alternative: Bean bags, markers, chalk marks on ground
Distributed with fitness record sheets at start
Alternative: Pens, clipboards with attached pencils
Essential for timing all challenges accurately
Alternative: Phone timer, classroom clock with second hand
One ball per group of 4 students for wall coordination test
Alternative: Small playground balls, bean bags for coordination challenge
Pre-prepared sheets with clear spaces for each fitness test
Alternative: Simple recording sheet with student name and 6 test scores
Key Vocabulary
How well your body can do physical activities and exercise
Your starting score that you can compare against later
How fast you can move from one place to another
How quickly you can change direction while moving
Your ability to stay steady and not fall over
How much force your muscles can produce
How well different parts of your body work together
How long you can keep exercising before getting tired
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
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.