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Lesson 8 - Fitness Testing & Improvement

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 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

Cones

Used for marking distances and creating track boundaries

Alternative: Markers, bean bags, or chalk lines

Stopwatch

Essential for timed challenges

Alternative: Phone timer, clock with second hand

Tennis Balls

One per group of four for coordination challenge

Alternative: Small rubber balls, bean bags

Pencils

One per student for recording scores

Alternative: Pens, clipboards with attached pencils

Score Sheets

Pre-printed with previous scores if available

Alternative: Simple score recording sheets

Key Vocabulary

Fitness

How well our body can perform physical activities and exercise

Personal Best

Your own best score or performance, trying to improve on what you did before

Stamina

How long you can keep exercising before getting tired

Coordination

Using different parts of your body together smoothly and accurately

Agility

Being able to move quickly and change direction easily

Strength

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

Consistent technique across all challenges

Accurate data recording and comparison

Positive attitude towards personal improvement

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