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Lesson 1 - Fitness Baseline Assessment

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 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

Cones

Use for sprint start/finish lines and shuttle run markers

Alternative: Markers, bean bags, or chalk marks

Stopwatch

1-2

Essential for accurate timing of challenges

Alternative: Phone timer apps, wall clock with second hand

Tennis Balls

7.5

One per group of 4 for coordination challenge

Alternative: Small playground balls, bean bags

Score Sheets

Pre-prepared with student names and clear recording boxes

Alternative: Exercise books, tablet recording apps

Pencils

Sharp pencils that won't break during active recording

Alternative: Pens, clipboards for support

Key Vocabulary

Baseline

Your starting fitness scores that we'll compare future results against

Components of fitness

Different areas of fitness like speed, strength, stamina, balance, agility and coordination

Personal best

Your own best effort or score, not comparing to others

Stamina

How long your body can keep working during exercise

Agility

How quickly you can change direction and move your body

Coordination

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

Completes all six challenges with sustained effort

Records data accurately without teacher prompts

Shows positive attitude towards personal challenges

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.