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Lesson 3 - Bodyweight Strength Development

Fitness Components Challenge

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Year 5

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Health Related Fitness

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1h 2min

Big Question

How can we use our own bodyweight to build strength and challenge ourselves safely?

Learning Objectives

To develop strength using bodyweight exercises
To perform exercises with control and proper technique
To understand the importance of progressive challenge in fitness

Key Outcomes

Students will demonstrate correct form in bodyweight strength exercises
Students will work at their maximum capacity while maintaining control
Students will identify which muscle groups are being strengthened

Equipment & Resources Required

Stopwatch

Teacher to hold for timing activities and challenges

Alternative: Mobile phone timer, wall clock with second hand

Team bibs

Use to mark circle positions if needed for organisation

Alternative: Coloured cones, markers for circle organisation

Key Vocabulary

Strength

The ability of a muscle or muscle group to exert force

Repetitions

The number of times an exercise is performed

Form

The correct technique and body position during exercise

Bodyweight

Using your own body as resistance for exercise

Progressive

Gradually increasing difficulty or challenge

Skill Progression Pathway

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

Prior Learning

Basic movement patterns (jumping, squatting)
Understanding of personal space and safety
Experience with simple fitness activities

Current Skills

Bodyweight strength exercise technique
Progressive challenge and self-regulation
Understanding of strength development

Next Steps

Complex movement combinations
Circuit training principles
Fitness planning and goal setting

Milestone Indicators

Maintains proper form throughout exercise

Can work at appropriate intensity level

Shows improvement in exercise repetitions over time

Key Teaching Points

Always emphasise proper form over speed or repetitions
Teach progressive challenge - working at personal maximum safely
Connect exercises to specific muscle groups for body awareness
Model positive attitude and resilience during challenging activities
Ensure all students have modifications available for every exercise
Use breathing cues to prevent students holding their breath during effort
Celebrate effort and improvement rather than absolute performance

Common Misconceptions

Students thinking strength means straining dangerously - teach controlled effort
Believing faster repetitions mean better results - emphasise quality movement
Thinking all students should do the same level - teach personal challenge appropriately
Assuming strength is only about arm muscles - teach whole body strength
Believing strength training is only for older students - show age-appropriate bodyweight training

SEN Adaptations

ADHD

Frequent exercise changes, clear visual boundaries, movement-based activities with regular feedback

dyspraxia

Simplified movement patterns, extra demonstration time, partner support for sequencing

autism spectrum

Clear structure and routine, visual exercise sequence cards, quiet space available for breaks

visual impairment

Clear verbal descriptions of all exercises, use of physical guidance for positioning, buddy system for support

hearing impairment

Visual demonstrations with exaggerated movements, written exercise cards, hand signals for timing

physical disability

Chair-based modifications for all exercises, resistance bands for adapted strength work, modified range of motion

Cross-Curricular Links

Maths

Counting repetitions, understanding number sequences (6-5-4-3-2-1), timing activities with stopwatch

Science

Understanding how muscles work and develop, heart rate changes during exercise, breathing patterns

PSHE

Personal challenge and goal setting, supporting and encouraging others, building resilience and determination

Teacher Guidance

Positioning

Move around circle formation to observe all students, position centrally for demonstrations

Observation Focus

Monitor exercise form, breathing patterns, appropriate challenge level, peer interaction

Intervention Points

Step in if form deteriorates significantly, students show signs of overexertion, or unsafe techniques develop

Demonstration Notes

Show exercises slowly with perfect form, emphasise key teaching points, provide modifications immediately

Verbal Cues

•'Breathe steadily throughout'
•'Control the movement'
•'Work at your own pace'
•'Quality over speed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 15m, or outdoor area with level surface

Surface Check

Non-slip surface, free from obstacles, adequate cushioning for floor exercises

Equipment Safety

Safety Checks

•Stopwatch functioning correctly for timing
•Check area boundaries are clear
•Ensure adequate lighting for exercise demonstration

Risk Management

Key Risks

•Muscle strain from excessive effort
•Poor landing technique during jumping exercises
•Fatigue leading to compromised form
•Collision during movement activities

Risk Mitigation

•Emphasise gradual progression and personal limits
•Teach and reinforce proper landing technique
•Monitor for fatigue and offer modifications/rest
•Maintain adequate spacing throughout activities
•Demonstrate modifications for all exercises

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during exercises
•Move around circle to check individual technique
•Watch for signs of overexertion or discomfort
•Monitor group activities for safe participation

Emergency Procedures

Stop activity immediately if injury occurs, assess student safety, provide appropriate first aid, ensure other students are safely occupied