Lesson 8 - Fitness Testing & Improvement
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we measure and improve our fitness to become stronger, faster, and healthier?
Learning Objectives
- To re-test fitness scores and recognise personal improvement
- To understand that different fitness challenges test different areas of our bodies
- To collect and record personal fitness data accurately
Key Outcomes
- Students will complete six fitness challenges and record their scores
- Students will compare current scores with previous results to identify improvement
- Students will understand the importance of competing against themselves rather than others
Equipment & Resources Required
Used for marking distances and creating track boundaries
Alternative: Markers, bean bags, or chalk lines
Essential for timed challenges
Alternative: Phone timer, clock with second hand
One per group of four for coordination challenge
Alternative: Small rubber balls, bean bags
One per student for recording scores
Alternative: Pens, clipboards with attached pencils
Pre-printed with previous scores if available
Alternative: Simple score recording sheets
Key Vocabulary
How well our body can perform physical activities and exercise
Your own best score or performance, trying to improve on what you did before
How long you can keep exercising before getting tired
Using different parts of your body together smoothly and accurately
Being able to move quickly and change direction easily
How much force your muscles can produce
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Previous experience with basic fitness activities
- Understanding of personal space and safety
- Ability to follow instructions and count accurately
Current Skills
- Recording and comparing fitness data
- Understanding different components of fitness
- Self-assessment and personal goal setting
Next Steps
- Creating personal fitness improvement plans
- Understanding the relationship between training and improvement
- Applying fitness knowledge to other sports and activities
Milestone Indicators
Key Teaching Points
- Emphasise personal improvement over competition with others
- Ensure accurate timing and recording for meaningful comparisons
- Demonstrate correct technique for each fitness challenge
- Monitor effort levels to prevent overexertion while encouraging best effort
- Connect fitness improvements to activities done in previous lessons
- Celebrate all improvements, however small, to maintain motivation
- Help students set realistic and achievable goals for continued improvement
Common Misconceptions
- That faster/higher/more is always better - emphasise personal improvement
- That fitness is only about running - explain different components of fitness
- That you must beat others to be successful - focus on personal bests
- That lack of improvement means failure - explain that consistency is also success
- That fitness only happens in PE - connect to playground and home activities
SEN Adaptations
ADHD
- Break challenges into smaller chunks, movement breaks between recording, fidget tools available
dyspraxia
- Extra practice time, simplified movements, larger equipment where helpful
autism spectrum
- Clear visual schedule of challenges, predictable routine, quiet space available if needed
visual impairment
- Verbal description of scores, tactile markers for distances, buddy system for guidance
hearing impairment
- Visual signals for start/stop, written instructions on boards, demonstration emphasis
physical disability
- Modified challenges appropriate to ability, wheelchair accessible versions, focus on personal improvement
Cross-Curricular Links
English
Using descriptive vocabulary to explain feelings and improvements, listening and speaking skills
Maths
Recording data, comparing numbers, measuring time and distance, understanding graphs and charts
Science
Understanding how exercise affects the body, heart rate, breathing, muscle function
PSHE
Setting personal goals, resilience, self-improvement, supporting others, celebrating achievements
Teacher Guidance
Positioning
Move between challenge stations to provide timing, feedback, and safety monitoring
Observation Focus
Watch for correct technique, effort levels, accurate recording, and signs of fatigue
Intervention Points
Step in to correct unsafe technique, support struggling students, or adjust challenge difficulty
Demonstration Notes
Use students to demonstrate good technique where appropriate, always show correct form yourself first
Verbal Cues
- •'Focus on your own improvement!'
- •'Watch your technique!'
- •'Steady pace - you can do this!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 30m x 20m with wall space for coordination challenge
Surface Check
Non-slip surface free from obstacles, adequate cushioning for press-ups
Equipment Safety
Safety Checks
- •Cones checked for sharp edges or damage
- •Tennis balls in good condition
- •Stopwatch functioning correctly
Risk Management
Key Risks
- •Overexertion during stamina challenges
- •Collisions during agility runs
- •Falls during balance challenge
Risk Mitigation
- •Monitor students for signs of fatigue
- •Clear pathways and adequate spacing
- •Progressive challenge difficulty
- •Partner system for support and safety
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple challenges
- •Monitor high-intensity activities closely
- •Watch for students pushing beyond safe limits
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact office if required