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Lesson 3 - Body Weight Strength Training

Fitness Challenge Awareness

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Year 4

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Health Related Fitness

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45 min

Big Question

How can we use our own body weight to build strength and endurance?

Learning Objectives

To develop strength using body weight exercises performed with control
To understand how different exercises target different muscle groups
To work collaboratively and encourage others during challenging activities

Key Outcomes

Students will perform strength exercises with slow, controlled movements
Students will identify which muscle groups are being worked in each exercise
Students will demonstrate teamwork and encouragement during group challenges

Equipment & Resources Required

Cones

Distribute evenly across teaching area for dishes and domes

Alternative: Coloured markers, bean bags, or plastic cups

Cards

Keep with teacher for 'Leader of the Pack' activity

Alternative: Dice, spinner, or exercise cards

Ropes

Check rope for any fraying or damage before use

Alternative: Thick rope, resistance band, or towel

Key Vocabulary

Body weight

Using the weight of your own body as resistance for strength training

Controlled movement

Moving slowly and deliberately with full muscle engagement

Repetitions

The number of times you perform a specific exercise

Muscle groups

Collections of muscles that work together to create movement

Plank position

A position where the body forms a straight line from head to heels

Skill Progression Pathway

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

Prior Learning

Basic body awareness and movement control
Understanding of safe exercise principles
Experience with following multi-step instructions

Current Skills

Controlled body weight movements
Understanding muscle groups
Collaborative teamwork in physical challenges

Next Steps

Increased repetitions and hold times
Complex movement combinations
Creating own fitness routines

Milestone Indicators

Maintains perfect form throughout exercise

Can work independently without constant supervision

Shows leadership in encouraging struggling peers

Key Teaching Points

Controlled, slow movements build strength more effectively than fast repetitions
Different exercises target different muscle groups - make these connections explicit
Encouragement and support make everyone stronger as a team
Body weight provides excellent resistance for strength training
Proper form is more important than number of repetitions completed
Teamwork and coordination are as important as individual strength
Everyone has different strengths and that diversity makes teams stronger

Common Misconceptions

Misconception: 'Faster movements make you stronger' - Correction: Explain that controlled movements engage muscles more effectively
Misconception: 'You need weights to get strong' - Correction: Demonstrate how body weight provides excellent resistance
Misconception: 'More repetitions is always better' - Correction: Emphasise quality over quantity
Misconception: 'Strength training is only about arm muscles' - Correction: Show how exercises work multiple muscle groups
Misconception: 'If it's not hard, it's not working' - Correction: Explain progressive overload and listening to your body

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, regular positive feedback, movement breaks between exercises

dyspraxia

Simplified exercise sequences, extra demonstration time, peer support for form checking, verbal cues for coordination

autism spectrum

Clear visual schedule of activities, quiet space available if overstimulated, consistent routine structure

visual impairment

Clear verbal descriptions of all exercises, tactile guidance for proper form, buddy system for demonstrations

hearing impairment

Visual demonstrations with clear gestures, written exercise cards, visual signals for start/stop

physical disability

Modified exercises (chair-based versions), adjusted repetitions, alternative roles in tug of war

Cross-Curricular Links

English

Descriptive vocabulary for body parts and feelings, following complex instructions, explaining techniques to others

Maths

Counting repetitions, calculating totals from card values, understanding numerical patterns in exercise sets

Science

Muscle function and anatomy, understanding how exercise strengthens muscles, forces in tug of war

PSHE

Perseverance when facing challenges, supporting others, building confidence, healthy lifestyle choices

Teacher Guidance

Positioning

Move constantly during exercises to observe all students, position at corner during tug of war for safety

Observation Focus

Form and control during exercises, signs of fatigue, positive encouragement between students

Intervention Points

Step in immediately for poor form, assist struggling students, redirect negative comments to positive

Demonstration Notes

Always demonstrate perfect form slowly, exaggerate key points, invite students to feel your muscle tension when appropriate

Verbal Cues

•'Slow and controlled builds strength!'
•'Squeeze those muscles!'
•'Feel your [muscle group] working!'
•'Support your classmates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface, dry and even, suitable for floor exercises

Equipment Safety

Safety Checks

•Check tug of war rope for fraying or weak points before use
•Ensure cones have no sharp edges or cracks
•Playing cards clean and undamaged
•Clear area around all exercises

Risk Management

Key Risks

•Overexertion during strength exercises
•Poor form leading to strain
•Rope burn or falls during tug of war
•Collisions during dishes and domes

Risk Mitigation

•Emphasise controlled movements throughout
•Regular form checks and corrections
•Proper spacing between students during exercises
•Clear rules and immediate stop signals
•Progressive difficulty and adequate rest periods

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during exercises
•Move around during activities to check individual form
•Monitor for signs of overexertion or discomfort
•Ensure safe hand positions during tug of war

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, report any incidents according to school policy