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Lesson 8 - Fitness Testing & Goals

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 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

Cones

Used for marking distances and creating running track perimeter

Alternative: Markers, chalk lines, or natural boundaries

Pencils

30 (1 per student)

For recording scores on fitness record sheets

Alternative: Pens or clipboards with attached pencils

Stopwatch

1 (teacher's)

Essential for accurate timing of all timed challenges

Alternative: Multiple stopwatches or phone timers for older students to assist

Tennis Balls

7 (1 per group of 4)

Used for ball and wall coordination test

Alternative: Soft play balls or bean bags for coordination challenge

Clues Document

30 (1 per student)

Contains previous scores for comparison

Alternative: Simple recording sheet with spaces for each test

Key Vocabulary

Personal Best

Your own best score or performance in a particular activity or test

Fitness Components

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

Progress

Improvement or advancement in your fitness levels over time

Data Collection

The process of gathering and recording information about your performance

Stamina

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

Improved scores in at least 3 out of 6 fitness tests

Accurate completion of fitness record sheet

Ability to identify personal strengths and areas for development

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