Lesson 7 - Stamina Through Exercises
Fitness Challenge Awareness
•Year 4
•Health Related Fitness
•Start Planning Better PE Lessons
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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
Distributed around area perimeter and for circuit stations
Alternative: Markers, bean bags, or masking tape crosses
Visible to teacher for timing exercises
Alternative: Smartphone timer, wall clock with second hand
For clear start/stop signals during timed activities
Alternative: Voice commands, hand signals
Key Vocabulary
The ability to continue exercising over a sustained period of time without getting too tired
How long your body can keep working during physical activity
The speed at which you exercise - steady pace helps you go longer
How fast your heart beats - it increases during exercise to pump more blood
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
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