Lesson 1 - Fitness Testing & Assessment
Fitness Components Challenge
•Year 5
•Health Related Fitness
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
Use for marking distances, boundaries and station areas
Alternative: Markers, bean bags, or chalk lines for boundaries
Distribute 1-2 per group for timing activities
Alternative: Mobile phone timer apps, large wall clock with second hand
Individual ropes for coordination testing
Alternative: Long rope for group skipping, imaginary rope for beginners
For recording results on fitness record sheets
Alternative: Pens, clipboards for easier writing
One per student for recording all test results
Alternative: Simple recording sheets with student names pre-written
Clear visual reminders at each testing station
Alternative: Laminated cards, simple pictorial instructions
Key Vocabulary
The ability to carry out daily activities with vigour and without getting tired
How quickly you can move over a given distance
Your ability to maintain control of your body position
Using different parts of your body together smoothly and efficiently
The ability to change direction quickly whilst maintaining control
The ability of muscles to exert force
The ability to exercise for long periods without getting tired
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
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