Lesson 8 - Fitness Re-testing & Progress
Fitness Components Challenge
•Year 5
•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
- Downloadable lessons & units
How can we measure our fitness progress and celebrate our personal achievements?
Learning Objectives
- To re-test fitness levels using the same assessments from lesson 1
- To identify personal areas of strength and development through data comparison
- To lead peers through warm-up routines with confidence and accuracy
Key Outcomes
- Students will complete all six fitness tests with improved technique and effort
- Students will accurately record and compare their current scores with baseline data
- Students will demonstrate leadership skills by guiding others through exercises
Equipment & Resources Required
Use to mark station boundaries, sprint distances, and agility course
Alternative: Markers, chalk lines, or natural boundaries
3 distributed to each group, ensure students know how to operate
Alternative: Smartphone timer apps, counting methods
Check length is appropriate for students, no tangles
Alternative: Long rope for group skipping, imaginary rope practice
Ensure all have working writing implements
Alternative: Pens, clipboards for easier writing
Ensure each student has their original baseline scores available
Alternative: Simple recording sheets, digital recording apps
Place clearly at each station with visual diagrams
Alternative: Laminated sheets, verbal instructions
Key Vocabulary
The starting measurement taken at the beginning of training to compare progress against
Your own best performance in a particular test or activity
Gradual improvement in fitness or performance over time
Looking at numbers and measurements to understand patterns and improvements
The ability of your heart and lungs to supply oxygen during sustained exercise
The maximum force a muscle can produce in a single effort
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have completed baseline fitness tests in lesson 1
- Students understand the six components of fitness being tested
- Students can perform basic stretching and warm-up exercises
- Students have been training different fitness components throughout the unit
Current Skills
- Accurate data recording and comparison skills
- Leadership abilities in guiding warm-up routines
- Self-assessment and reflection on personal progress
- Understanding of how training improves performance
Next Steps
- Setting personal fitness goals based on test results
- Designing personal training programmes
- Understanding the principles of training progression
- Applying fitness knowledge to other sports and activities
Milestone Indicators
Key Teaching Points
- Emphasise personal improvement over competition with others throughout the session
- Ensure students understand the connection between training activities and fitness improvements
- Maintain focus on proper technique during testing for accurate and safe results
- Celebrate all improvements, no matter how small, to build confidence and motivation
- Use data comparison to help students understand their fitness journey and progress
- Develop leadership skills through peer support and encouragement during testing
- Connect fitness testing to real-life applications and future health benefits
Common Misconceptions
- Students may think they should see huge improvements in all areas - explain that progress varies
- Some may believe fitness only improves through intense exercise - emphasise consistency over intensity
- Students might compare themselves negatively to others - redirect focus to personal progress
- May think poor performance on one test means they're not fit - explain different types of fitness
- Could believe that not improving means they didn't try hard enough - discuss factors affecting performance
SEN Adaptations
ADHD
- Break testing into shorter segments with clear transitions, provide immediate feedback on improvements, use movement between stations to maintain engagement
dyspraxia
- Allow extra practice time for complex movements, provide step-by-step movement cards, focus on effort and participation over precise technique
autism spectrum
- Provide clear visual schedule of testing order, maintain consistent routines from lesson 1, allow breaks if sensory overload occurs
visual impairment
- Use verbal descriptions of score improvements, provide large print record sheets, assign sighted partner for guidance during testing
hearing impairment
- Use visual signals for timing and transitions, ensure students can see demonstrations clearly, provide written instructions at each station
physical disability
- Adapt tests appropriately (seated press-ups, shorter distances), focus on personal improvement rather than standard protocols, ensure wheelchair accessible testing areas
Cross-Curricular Links
English
Recording data accurately, discussing improvements using appropriate vocabulary
Maths
Data comparison and analysis, percentage calculations for improvements, timing and measurement recording
Science
Understanding how the body responds to exercise, heart rate changes, muscle adaptation to training
PSHE
Personal goal setting, resilience when facing challenges, celebrating personal achievements
Teacher Guidance
Positioning
Move between stations during testing to provide encouragement and ensure proper technique
Observation Focus
Watch for maximum effort, proper testing protocols, and positive partnership interactions
Intervention Points
Step in if students are not following testing procedures or if anyone shows signs of overexertion
Demonstration Notes
Be prepared to re-demonstrate any test technique if students need reminders during the session
Verbal Cues
- •'Remember, you're competing against yourself!'
- •'Focus on your technique, not just speed!'
- •'Great improvement - look how much you've progressed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large space to accommodate 6 testing stations simultaneously with safe distances between activities
Surface Check
Ensure running areas are free from obstacles, skipping areas have adequate ceiling height
Equipment Safety
Safety Checks
- •Check all stopwatches are working correctly before testing
- •Inspect skipping ropes for wear and appropriate length
- •Ensure cones are positioned securely and visible
Risk Management
Key Risks
- •Overexertion during maximum effort testing
- •Collisions between students at different stations
- •Falls during balance or agility testing
- •Rope tangles during skipping
Risk Mitigation
- •Emphasise personal bests rather than competition with others
- •Maintain adequate spacing between testing stations
- •Ensure students understand they can rest if feeling unwell
- •Provide clear boundaries and movement patterns
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all stations during testing rotations
- •Pay particular attention to high-intensity stations
- •Monitor students' emotional responses to their results
Emergency Procedures
Stop activity immediately if any student shows signs of distress, provide appropriate rest and support