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Lesson 8 - Fitness Re-testing & Progress

Fitness Components Challenge

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Year 5

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Health Related Fitness

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45 min

Big Question

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

Cones

Use to mark station boundaries, sprint distances, and agility course

Alternative: Markers, chalk lines, or natural boundaries

Stopwatch

3 distributed to each group, ensure students know how to operate

Alternative: Smartphone timer apps, counting methods

Ropes

Check length is appropriate for students, no tangles

Alternative: Long rope for group skipping, imaginary rope practice

Pencils

Ensure all have working writing implements

Alternative: Pens, clipboards for easier writing

Score Sheets

30 (class set)

Ensure each student has their original baseline scores available

Alternative: Simple recording sheets, digital recording apps

Cards

6 sets

Place clearly at each station with visual diagrams

Alternative: Laminated sheets, verbal instructions

Key Vocabulary

Baseline

The starting measurement taken at the beginning of training to compare progress against

Personal Best

Your own best performance in a particular test or activity

Progression

Gradual improvement in fitness or performance over time

Data Analysis

Looking at numbers and measurements to understand patterns and improvements

Cardiovascular Endurance

The ability of your heart and lungs to supply oxygen during sustained exercise

Muscular Strength

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

Student shows measurable improvement in at least 3 out of 6 fitness tests

Student can articulate specific reasons for their improvements

Student demonstrates leadership confidence when guiding others

Student makes connections between training activities and test results

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