Lesson 8 - Fitness Testing & Goals
Fitness Challenge Awareness
•Year 4
•Health Related Fitness
•Start Planning Better PE Lessons
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What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
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How can I measure my fitness progress and celebrate my personal achievements?
Learning Objectives
- To re-test fitness scores and recognise improvement across different fitness components
- To understand that different areas of fitness challenge the body in unique ways
- To collect and record personal fitness data accurately and identify personal strengths
Key Outcomes
- Students will complete six fitness challenges and record their scores accurately
- Students will compare current scores with previous results and identify areas of improvement
- Students will understand the different components of fitness and their importance
Equipment & Resources Required
Used for marking distances and creating running track perimeter
Alternative: Markers, chalk lines, or natural boundaries
For recording scores on fitness record sheets
Alternative: Pens or clipboards with attached pencils
Essential for accurate timing of all timed challenges
Alternative: Multiple stopwatches or phone timers for older students to assist
Used for ball and wall coordination test
Alternative: Soft play balls or bean bags for coordination challenge
Contains previous scores for comparison
Alternative: Simple recording sheet with spaces for each test
Key Vocabulary
Your own best score or performance in a particular activity or test
Different areas of fitness including speed, agility, balance, strength, coordination and stamina
Improvement or advancement in your fitness levels over time
The process of gathering and recording information about your performance
The ability to sustain physical activity for extended periods without becoming overly tired
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of fitness components from lesson 1
- Experience with each fitness test protocol
- Ability to record data on fitness record sheets
Current Skills
- Accurate data collection and recording
- Self-assessment and progress recognition
- Understanding of personal fitness improvement
Next Steps
- Setting personal fitness goals based on test results
- Creating personal training programmes
- Understanding training principles and progression
Milestone Indicators
Key Teaching Points
- Emphasise personal improvement over competition with others throughout the lesson
- Ensure proper technique is maintained in all tests to prevent injury and ensure accurate results
- Create a supportive atmosphere where all improvements are celebrated regardless of size
- Make clear connections between regular physical activity and fitness improvement
- Use accurate timing and measurement to ensure reliable data collection
- Encourage students to reflect on their progress and set realistic future goals
- Model enthusiasm and positivity about fitness testing and personal development
Common Misconceptions
- That fitness improvement should be dramatic and immediate - explain that small improvements are significant
- That not improving in all areas means failure - emphasise that different people improve at different rates
- That fitness tests are competitions between students - reinforce the personal challenge aspect
- That poor performance means you're 'not good at PE' - link to effort and practice rather than natural ability
- That fitness is only about being fast or strong - explain the variety of fitness components and their importance
SEN Adaptations
ADHD
- Break testing into smaller chunks with movement breaks, provide clear focus points for each test, use positive reinforcement throughout
dyspraxia
- Allow extra time for tests requiring coordination, provide simplified equipment or modified techniques, focus on effort over performance
autism spectrum
- Provide clear structure and predictable routine, use visual schedules for test order, allow for sensory breaks if needed
visual impairment
- Use bright coloured cones and equipment, provide verbal descriptions of all activities, ensure clear pathways for running tests
hearing impairment
- Use visual signals for start/stop commands, provide written instructions on cards, ensure face-to-face communication for instructions
physical disability
- Modify tests to suit individual capabilities (seated press ups, shorter distances), focus on personal improvement within individual parameters
Cross-Curricular Links
Maths
Data collection and recording, comparing numerical data, measuring time and distance, calculating improvement percentages
Science
Understanding how exercise affects the body, learning about different muscle groups, exploring cardiovascular system responses
PSHE
Setting personal goals, showing resilience and perseverance, celebrating achievements, supporting others
Teacher Guidance
Positioning
Move between testing stations to monitor technique and provide timing, maintain overview of all activities
Observation Focus
Watch for improvement in scores, proper technique execution, effort and perseverance, accurate data recording
Intervention Points
Step in if students become discouraged, help with data recording if needed, ensure safety during high-intensity tests
Demonstration Notes
Model enthusiasm for personal improvement, show proper technique for each test, demonstrate how to read and record data accurately
Verbal Cues
- •'Focus on your own improvement!'
- •'Remember your technique!'
- •'You can do this!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor space, minimum 40m x 30m for all testing stations
Surface Check
Non-slip surface essential, check for wet areas or obstacles
Equipment Safety
Safety Checks
- •Ensure cones are not cracked or broken
- •Check tennis balls are not too hard or damaged
- •Verify stopwatch is working accurately
Risk Management
Key Risks
- •Overexertion during fitness tests
- •Collisions during running tests
- •Falls during balance test
- •Muscle strain from maximum effort activities
Risk Mitigation
- •Thorough warm-up before testing
- •Clear boundaries and adequate space between testing areas
- •Constant monitoring for signs of overexertion
- •Emphasis on personal best rather than competition with others
- •Appropriate rest periods between tests
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple testing stations
- •Monitor students for signs of fatigue or distress
- •Ensure safe and controlled movement between tests
Emergency Procedures
Stop activity immediately if injury occurs, provide appropriate first aid, have water available for overheated students