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Lesson 1 - Building Stamina and Endurance

Diverse Fitness Development

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Year 4

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Health Related Fitness

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Big Question

How can we train our bodies to keep going for longer periods without getting tired?

Learning Objectives

Understand what stamina is and how to develop it through sustained activity
Learn to warm up and cool down effectively for fitness activities
Develop the ability to maintain performance when feeling tired

Key Outcomes

Students will be able to explain what stamina means in their own words
Students will demonstrate proper warm-up and cool-down techniques
Students will show sustained effort across multiple fitness stations

Equipment & Resources Required

Cones

20-25

Used for marking station boundaries and shuttle runs

Alternative: Markers, bean bags, or chalk lines

Tennis Balls

15 (1 per pair)

For throw/catch/change station

Alternative: Any soft throwing object

Score Sheets

30 (one per student)

Pre-prepared with station names and score boxes

Alternative: Clipboards with paper and pencils

Mats

Create clear lateral jumping boundaries

Alternative: Cones in a line or chalk lines

Stopwatch

For timing 45-second intervals and rest periods

Alternative: Phone timer or class clock

Measuring Tapes

For measuring 5m and 10m distances

Alternative: Pre-measured distances marked with cones

Key Vocabulary

Stamina

The ability to sustain physical effort over extended periods of time

Endurance

The capacity to continue physical activity without becoming overly fatigued

Circuit Training

A form of exercise where you move through different stations performing various activities

Plyometric

Explosive jumping movements that develop power and coordination

Recovery

The time needed for your body to return to normal after exercise

Skill Progression Pathway

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

Prior Learning

Basic understanding of physical activity
Simple movement patterns and coordination
Following instructions in PE lessons

Current Skills

Understanding stamina and endurance concepts
Circuit training techniques
Self-assessment and score recording

Next Steps

Creating personal fitness plans
Understanding heart rate and recovery
Leading fitness sessions for peers

Milestone Indicators

Maintains effort throughout 45-second stations

Shows improvement in second circuit attempt

Demonstrates proper warm-up movements

Key Teaching Points

Stamina is about maintaining effort over time, not maximum speed
Proper warm-up prevents injury and prepares the body for exercise
Active recovery helps maintain movement while allowing partial rest
Honest self-assessment is more valuable than competitive scoring
Cooling down is equally important as warming up for injury prevention
Good technique should be maintained even when tired
Individual improvement is more important than comparison with others

Common Misconceptions

Misconception: Stamina training means going as fast as possible. Correction: Stamina is about sustained effort at manageable intensity
Misconception: Rest periods are for complete stopping. Correction: Active recovery keeps the body moving while reducing intensity
Misconception: Higher scores are always better. Correction: Honest recording and personal improvement are the real goals
Misconception: Fitness training is only about physical strength. Correction: Mental resilience and perseverance are equally important
Misconception: Cooling down is optional if you feel fine. Correction: Cooling down prevents problems that might appear later

SEN Adaptations

ADHD

Shorter station times initially, clear physical boundaries, frequent positive reinforcement

dyspraxia

Break down complex movements into smaller steps, allow extra practice time, provide physical support if needed

autism spectrum

Clear visual schedule of stations, quiet area available for breaks, consistent routine and structure

visual impairment

Use bright coloured cones, provide verbal descriptions of all activities, buddy system for safety

hearing impairment

Visual demonstrations of all exercises, written instruction cards at stations, visual timer signals

physical disability

Adapt exercises for wheelchair users, modify intensity and duration, alternative scoring methods

Cross-Curricular Links

English

Following complex instructions, using descriptive vocabulary for physical sensations

Maths

Recording and comparing scores, timing activities, measuring distances for stations

Science

Heart rate and circulation, muscle fatigue and recovery, energy systems in the body

PSHE

Perseverance and resilience, honest self-assessment, supporting others through challenges

Teacher Guidance

Positioning

Move around stations continuously to observe all students, position centrally when explaining

Observation Focus

Monitor effort levels, technique maintenance, honest score recording, peer interactions

Intervention Points

Step in if technique becomes unsafe, if students are over-exerting, or if scoring becomes competitive rather than personal

Demonstration Notes

Use students to demonstrate good technique, show contrast between paced and rushed efforts, model honest self-assessment

Verbal Cues

•'Pace yourself - this isn't a sprint!'
•'Maintain good form even when tired!'
•'Remember, we're working on stamina, not speed!'
•'How does your heart rate feel now?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 25m x 25m area with clear boundaries and good surface

Surface Check

Ensure dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check cones are stable and visible
•Ensure throwing objects are soft and appropriate
•Verify measuring distances are accurate

Risk Management

Key Risks

•Over-exertion and exhaustion
•Collision between students during movement
•Poor landing technique during jumping
•Dehydration during sustained activity

Risk Mitigation

•Monitor for signs of over-exertion throughout
•Ensure adequate spacing at all stations
•Emphasise proper landing technique
•Have water breaks available
•Allow modifications for students struggling

Supervision & Emergency Procedures

Supervision Points

•Position to observe all stations simultaneously
•Monitor high-intensity stations closely
•Watch for technique deterioration with fatigue
•Be alert to students pushing beyond safe limits

Emergency Procedures

Stop activity immediately if injury occurs, assess need for first aid, have emergency contact details accessible