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Lesson 1 - Fitness Testing & Assessment

Fitness Components Challenge

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Year 5

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Health Related Fitness

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45 min

Big Question

What are the different components of fitness, and how can we measure our personal strengths?

Learning Objectives

To develop an awareness of what your body is capable of through fitness testing
To test and record baseline fitness scores across six different components
To understand the different components of fitness and their importance

Key Outcomes

Students will have completed fitness tests for speed, balance, coordination, agility, strength and stamina
Students will have recorded their personal baseline scores for future comparison
Students will understand that fitness has multiple components and everyone has different strengths

Equipment & Resources Required

Cones

Use for marking distances, boundaries and station areas

Alternative: Markers, bean bags, or chalk lines for boundaries

Stopwatch

Distribute 1-2 per group for timing activities

Alternative: Mobile phone timer apps, large wall clock with second hand

Ropes

Individual ropes for coordination testing

Alternative: Long rope for group skipping, imaginary rope for beginners

Pencils

For recording results on fitness record sheets

Alternative: Pens, clipboards for easier writing

Score Sheets

One per student for recording all test results

Alternative: Simple recording sheets with student names pre-written

Cards

Clear visual reminders at each testing station

Alternative: Laminated cards, simple pictorial instructions

Key Vocabulary

Fitness

The ability to carry out daily activities with vigour and without getting tired

Speed

How quickly you can move over a given distance

Balance

Your ability to maintain control of your body position

Coordination

Using different parts of your body together smoothly and efficiently

Agility

The ability to change direction quickly whilst maintaining control

Strength

The ability of muscles to exert force

Stamina

The ability to exercise for long periods without getting tired

Baseline

Your starting point measurement that you can compare future results to

Skill Progression Pathway

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

Prior Learning

Basic understanding of exercise and physical activity
Experience with running, jumping and coordination activities
Ability to work cooperatively with partners

Current Skills

Understanding components of fitness
Testing and recording fitness data
Supporting and encouraging others during physical challenges

Next Steps

Developing specific fitness components through targeted training
Comparing and analysing fitness improvements
Creating personal fitness development plans

Milestone Indicators

Completes all six fitness tests safely and accurately

Records data correctly on fitness record sheet

Demonstrates understanding by explaining different fitness components

Key Teaching Points

Fitness has multiple components - everyone has different strengths
This is about personal improvement, not competition with others
Proper technique is more important than maximum results
Partner support and encouragement enhances everyone's performance
These baseline results will be compared to future tests to show improvement
Perseverance and resilience are as important as physical ability
Recording accurate data helps track personal progress

Common Misconceptions

Thinking fitness only means being fast or strong - explain the six different components
Believing you're 'not good at PE' - emphasise everyone has different strengths
Focusing on beating others rather than personal improvement - redirect to self-comparison
Thinking baseline results are 'final' - explain these are starting points for improvement
Not understanding why recording results matters - connect to future progress tracking

SEN Adaptations

ADHD

Break instructions into shorter segments, provide regular movement breaks, use hands-on demonstration

dyspraxia

Allow extra practice time for coordination test, provide larger equipment where possible, focus on effort over accuracy

autism spectrum

Provide clear visual schedule of stations, allow extra processing time for instructions, offer quiet space if overwhelmed

visual impairment

Use bright coloured cones for boundaries, provide verbal descriptions of all tests, pair with sighted buddy for guidance

hearing impairment

Use visual signals and demonstrations for all instructions, provide written station cards, use gestures for timing

physical disability

Adapt tests to individual capabilities - seated versions, modified distances, alternative strength tests

Cross-Curricular Links

English

Vocabulary development with fitness terminology, following written instructions, recording observations

Maths

Recording and comparing numerical data, timing in seconds and minutes, counting laps and repetitions

Science

Heart rate and breathing changes during exercise, understanding muscle groups, effects of exercise on body systems

PSHE

Personal goal setting, resilience and perseverance, supporting others, understanding personal strengths and areas for development

Teacher Guidance

Positioning

Move continuously between stations to observe technique, provide encouragement, and ensure safety

Observation Focus

Watch for proper test technique, effort levels, partner support, and signs of overexertion

Intervention Points

Step in if technique is unsafe, students are not supporting partners, or anyone shows signs of distress

Demonstration Notes

Model proper test techniques at each station, show how to use equipment correctly, demonstrate positive encouragement

Verbal Cues

•'Remember to encourage your partner!'
•'Focus on your personal best, not comparing to others'
•'Use proper technique - this keeps you safe and gives accurate results'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 20m x 30m with additional perimeter for stamina track

Surface Check

Dry, even, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check stopwatches are working correctly and safely secured
•Ensure skipping ropes are appropriate length and in good condition
•Verify all cones are visible, stable and free from damage
•Confirm pencils are not sharp or broken

Risk Management

Key Risks

•Overexertion during fitness tests
•Collisions during stamina running
•Falls during balance or agility tests
•Muscle strain from maximum effort activities

Risk Mitigation

•Thorough warm-up before testing begins
•Clear boundaries and station areas marked
•Partner system for safety monitoring
•Teacher actively supervising all stations
•Progressive build-up to maximum efforts

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple stations simultaneously
•Move between stations to check technique and safety
•Monitor for signs of overexertion in all students
•Ensure proper partner support at all times

Emergency Procedures

Stop activity immediately if student injured, assess severity, apply appropriate first aid, contact office if needed, ensure other students are supervised and safe