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Lesson 7 - Stamina Through Exercises

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 train our bodies to keep going for longer periods during physical activity?

Learning Objectives

To complete actions to develop stamina and endurance
To understand how different exercise intensities affect the body
To use breathing techniques to sustain physical activity for longer periods

Key Outcomes

Students will demonstrate improved stamina through sustained exercise
Students will explain how their body responds to different exercise intensities
Students will apply breathing techniques to help maintain exercise for longer

Equipment & Resources Required

Cones

Distributed around area perimeter and for circuit stations

Alternative: Markers, bean bags, or masking tape crosses

Stopwatch

Visible to teacher for timing exercises

Alternative: Smartphone timer, wall clock with second hand

Whistles

For clear start/stop signals during timed activities

Alternative: Voice commands, hand signals

Key Vocabulary

Stamina

The ability to continue exercising over a sustained period of time without getting too tired

Endurance

How long your body can keep working during physical activity

Pace

The speed at which you exercise - steady pace helps you go longer

Heart Rate

How fast your heart beats - it increases during exercise to pump more blood

Breathing Technique

Controlled breathing through nose and mouth to get oxygen to muscles

Skill Progression Pathway

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

Prior Learning

Basic understanding of warm-up importance
Ability to follow simple movement instructions
Recognition that exercise makes heart beat faster

Current Skills

Understanding of stamina and endurance concepts
Ability to work at different exercise intensities
Use of breathing techniques during exercise

Next Steps

Creating personal fitness routines
Understanding target heart rate zones
Developing sport-specific stamina training

Milestone Indicators

Can sustain moderate exercise for 2+ minutes

Demonstrates controlled breathing during activity

Shows improvement in repetition counts across sessions

Key Teaching Points

Stamina is about sustaining exercise over time, not going as fast as possible
Breathing technique (in through nose, out through mouth) is crucial for stamina
Different exercises require different amounts of energy - jumping typically most demanding
Pacing yourself means starting at sustainable speed and maintaining it
Mental perseverance is as important as physical ability for developing stamina
Team encouragement significantly helps individuals maintain effort when tired
Recovery and reflection help consolidate learning about stamina strategies

Common Misconceptions

Misconception: Stamina means going as fast as possible. Correction: Stamina is about maintaining effort over time
Misconception: You should hold your breath during difficult exercise. Correction: Steady breathing provides oxygen to working muscles
Misconception: All exercises tire you at the same rate. Correction: Different exercises have different energy demands
Misconception: When you get tired you should stop. Correction: Learning to work through manageable fatigue builds stamina
Misconception: Stamina is only about running. Correction: Stamina applies to all sustained physical activities

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries, regular movement breaks, specific roles and responsibilities

dyspraxia

Extra demonstration time, simplified movements, focus on effort over coordination, peer buddy support

autism spectrum

Clear structure with visual timetable, quiet space available for breaks, consistent routine and familiar exercises

visual impairment

Use verbal cues for all movements, tactile markers for running boundaries, buddy system for spatial awareness

hearing impairment

Visual signals for start/stop, demonstration emphasis, written instruction cards available

physical disability

Seated exercise alternatives, modified distances, focus on upper body stamina exercises where appropriate

Cross-Curricular Links

English

Vocabulary development (stamina, endurance, pace), describing feelings and body changes

Maths

Counting repetitions, timing exercises, measuring distances, comparing data across rounds

Science

Heart rate changes during exercise, breathing and oxygen, muscle fatigue and recovery

PSHE

Perseverance and resilience, supporting others, setting personal challenges and goals

Teacher Guidance

Positioning

Move around perimeter during running activities, central position for demonstrations and discussions

Observation Focus

Monitor exercise technique, breathing patterns, signs of fatigue, team encouragement

Intervention Points

Step in if student overexerting, technique becoming unsafe, or team support breaking down

Demonstration Notes

Emphasise technique over speed, show breathing patterns clearly, model encouragement behaviour

Verbal Cues

•'Breathe in through nose, out through mouth'
•'Steady pace - you can keep this up!'
•'Great perseverance when it got tough!'
•'Feel your heart beating - notice how it slows down!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m, clear flat surface suitable for running and jumping

Surface Check

Even, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Cones stable and in good condition with no sharp edges
•Adequate spacing between teams during circuit work
•Clear boundaries marked for running activities

Risk Management

Key Risks

•Overexertion during high-intensity exercises
•Collisions during running activities
•Falls during jumping exercises
•Heat exhaustion from sustained activity

Risk Mitigation

•Monitor students for signs of overexertion (excessive breathlessness, dizziness)
•Ensure adequate spacing during all activities
•Teach proper landing technique for jumping
•Provide regular recovery periods and water breaks
•Adjust intensity based on weather conditions

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during running
•Move around during circuit work to monitor technique
•Watch for students who may be struggling to continue

Emergency Procedures

Stop activity immediately if student shows distress, provide rest and water, seek first aid if symptoms persist