Lesson 1 - Fitness Baseline Assessment
Fitness Challenge Awareness
•Year 4
•Health Related Fitness
•Start Planning Better PE Lessons
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How can I discover what my body is capable of and set personal fitness goals?
Learning Objectives
- To develop awareness of different components of fitness and how they challenge the body
- To complete baseline fitness assessments with accurate measurement and recording
- To recognise personal strengths in different fitness areas and understand improvement potential
Key Outcomes
- Students will complete six fitness challenges with proper technique and effort
- Students will accurately record their baseline scores and understand what they represent
- Students will identify their fitness strengths and areas for development with supportive peer encouragement
Equipment & Resources Required
Use for sprint start/finish lines and shuttle run markers
Alternative: Markers, bean bags, or chalk marks
Essential for accurate timing of challenges
Alternative: Phone timer apps, wall clock with second hand
One per group of 4 for coordination challenge
Alternative: Small playground balls, bean bags
Pre-prepared with student names and clear recording boxes
Alternative: Exercise books, tablet recording apps
Sharp pencils that won't break during active recording
Alternative: Pens, clipboards for support
Key Vocabulary
Your starting fitness scores that we'll compare future results against
Different areas of fitness like speed, strength, stamina, balance, agility and coordination
Your own best effort or score, not comparing to others
How long your body can keep working during exercise
How quickly you can change direction and move your body
How well different parts of your body work together
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of exercise making you feel different
- Experience with simple movement patterns like running and jumping
- Ability to follow instructions and work safely in PE lessons
Current Skills
- Understanding six components of fitness and their purposes
- Ability to measure and record fitness data accurately
- Recognition of personal effort levels and technique improvement
Next Steps
- Target setting based on baseline data
- Specific training activities for each fitness component
- Progress monitoring and celebration of improvements
Milestone Indicators
Key Teaching Points
- Personal improvement is more important than comparing with others
- Proper technique prevents injury and improves results
- Encouragement and support help everyone perform their best
- Challenge and difficulty are signs that your body is ready to grow stronger
- Baseline scores are starting points for an exciting fitness journey
- Different fitness components challenge different body systems
- Accurate measurement and recording track real progress over time
Common Misconceptions
- Thinking fitness is only about being fast or strong - explain the six different components
- Believing some people are 'naturally unfit' - emphasise that fitness improves with practice
- Focusing on beating others rather than personal improvement - redirect to individual goals
- Expecting immediate results - explain that fitness improvements take time and consistency
- Thinking lower scores are 'bad' - frame as starting points with potential for growth
SEN Adaptations
ADHD
- Clear boundaries for each challenge, frequent positive feedback, movement breaks between challenges, specific roles and responsibilities
dyspraxia
- Simplified movement patterns, extra demonstration time, larger/slower equipment where possible, patience with coordination challenges
autism spectrum
- Clear routine and structure, visual schedule of challenges, quiet area available, predictable timing and expectations
visual impairment
- Use high-contrast cones, verbal description of all challenges, buddy system for guidance, tactile markers for distances
hearing impairment
- Visual demonstrations of all techniques, written instruction cards, hand signals for start/stop, visual timer displays
physical disability
- Modified challenges: seated versions, adapted equipment, alternative measurement methods, focus on personal effort over specific movements
Cross-Curricular Links
English
Using specific vocabulary for fitness components, following detailed instructions, explaining techniques to others
Maths
Recording numerical data, timing in seconds and minutes, counting repetitions and laps, comparing personal scores over time
Science
Understanding how exercise affects heart rate and breathing, learning about different muscle groups and body systems during activity
PSHE
Personal goal-setting, showing resilience when facing challenges, supporting and encouraging others
Teacher Guidance
Positioning
Move between stations during challenges to provide encouragement and technique feedback. Central position during instructions.
Observation Focus
Monitor effort levels, technique quality, peer encouragement, and any signs of overexertion or distress.
Intervention Points
Step in if technique becomes unsafe, if students become discouraged, or if competitiveness overrides personal improvement focus.
Demonstration Notes
Use clear, slow demonstrations before each challenge. Repeat key technique points during activities. Model positive encouragement throughout.
Verbal Cues
- •'Remember, this is about YOUR best effort!'
- •'Focus on your technique, not your neighbour's score!'
- •'Brilliant encouragement - that's helping everyone perform better!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 40m x 20m for sprint distances and multiple stations
Surface Check
Non-slip, even surface free from obstacles. Outdoor surfaces checked for holes or debris.
Equipment Safety
Safety Checks
- •Cones placed securely and visible - no sharp edges or cracks
- •Tennis balls checked for proper bounce and no splits
- •Stopwatch functioning correctly for accurate timing
Risk Management
Key Risks
- •Overexertion during maximum effort challenges
- •Collisions during agility or sprint challenges
- •Falls during balance challenges
- •Dehydration during stamina testing
Risk Mitigation
- •Thorough warm-up and cool-down to prevent injury
- •Clear boundaries and lanes marked for sprint and agility
- •Adequate rest between high-intensity challenges
- •Water breaks available and encouraged
- •Modifications available for students with health concerns
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all stations during challenges
- •Monitor students for signs of overexertion or distress
- •Ensure proper technique to prevent injury
- •Maintain encouraging but controlled environment
Emergency Procedures
Stop signal understood by all. First aid kit accessible. Know location of nearest water source and medical support.