Lesson 6 - Stamina Circuit Training
Fitness Components Challenge
•Year 5
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we train our bodies to keep going when exercise becomes challenging?
Learning Objectives
- To develop stamina through sustained exercise circuits
- To understand breathing control during extended physical activity
- To demonstrate mental resilience during challenging fitness activities
Key Outcomes
- Students will complete a full stamina circuit maintaining effort throughout
- Students will apply controlled breathing techniques during exercise
- Students will encourage others and show perseverance when activities become difficult
Equipment & Resources Required
Position against wall for stability, check height appropriate for students
Alternative: Sturdy boxes, step platforms, or bottom step of stairs
4 for station markers, 4 for hop station distance markers
Alternative: Bean bags, markers, or tape marks on floor
Visible to all students for station timing
Alternative: Phone timer, classroom clock with second hand
Available for students during rest periods
Alternative: Access to water fountain nearby
Key Vocabulary
The ability to keep going in an exercise for a long period of time without getting too tired
A series of exercise stations completed in order with timed intervals
Working at a steady speed that allows you to continue for the whole time period
Breathing steadily in through the nose and out through the mouth during exercise
How well your heart and lungs work together during exercise
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of warm-up activities
- Can perform simple exercises like jumping jacks and running
- Understands concept of working in groups and taking turns
Current Skills
- Developing cardiovascular endurance through circuit training
- Learning breathing control techniques during sustained exercise
- Building mental resilience and team encouragement skills
Next Steps
- Creating personal fitness goals and tracking progress
- Understanding heart rate monitoring during exercise
- Designing own stamina circuits with varied exercises
Milestone Indicators
Key Teaching Points
- Emphasise pacing over speed - stamina is about lasting the full time period
- Connect breathing control to sustained performance throughout all activities
- Build mental resilience by celebrating effort during challenging moments
- Use peer encouragement as key strategy for pushing through difficult periods
- Focus on technique maintenance even when students become fatigued
- Make clear connections between heart rate, breathing, and fitness improvement
- Normalize the mental challenge of stamina training alongside physical demands
Common Misconceptions
- Students thinking stamina means going faster rather than lasting longer - correct by emphasising sustained pace
- Believing that wanting to quit means weakness - explain this as normal part of training mental resilience
- Thinking breathing doesn't matter during exercise - demonstrate clear connection between breathing and performance
- Assuming stamina can't improve quickly - show evidence of improvement even within single lesson
- Believing only naturally fit students can develop good stamina - emphasise that stamina improves with practice for everyone
SEN Adaptations
ADHD
- Use energetic positive reinforcement, allow movement breaks if needed, assign specific roles like timekeeper or encourager
dyspraxia
- Break down movements into smaller steps, allow extra practice time for technique, provide physical guidance for complex movements
autism spectrum
- Provide visual schedule showing circuit structure, create quiet rest area if needed, use consistent timing and clear transitions
visual impairment
- Use bright coloured cones for station markers, provide verbal descriptions of all movements, assign sighted buddy for guidance and safety
hearing impairment
- Use visual signals for timing and transitions, provide written station cards with exercise descriptions, ensure clear visual demonstrations
physical disability
- Adapt exercises for seated or supported positions, modify bench height or use stable chair, reduce distance/intensity as needed
Cross-Curricular Links
English
Learning vocabulary related to fitness and health, discussing feelings and experiences, using descriptive language for physical sensations
Maths
Timing circuits with stopwatch, counting repetitions and calculating totals, measuring distances for hopping station
Science
Understanding heart rate and cardiovascular system, exploring breathing and oxygen in the body, learning about muscle fatigue and recovery
PSHE
Building resilience and mental toughness, supporting others during challenges, setting personal goals and celebrating achievement
Teacher Guidance
Positioning
Central position with clear sight lines to all four stations, move between stations during activities
Observation Focus
Monitor technique maintenance despite fatigue, watch for overexertion signs, encourage sustained effort
Intervention Points
Step in immediately for safety concerns, provide technique reminders during fatigue, encourage rest if needed
Demonstration Notes
Show perfect technique at each station, demonstrate breathing patterns, model positive encouragement throughout
Verbal Cues
- •'Breathe steady, in through nose!'
- •'Keep that technique strong!'
- •'Support your teammates!'
- •'This is when stamina grows!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 20m or outdoor playground area
Surface Check
Non-slip surface free from water or debris, adequate cushioning for jumping exercises
Equipment Safety
Safety Checks
- •Benches positioned securely against wall to prevent movement
- •Check bench height appropriate for students (knee height maximum)
- •Cones placed with adequate spacing to prevent collision
- •Timer visible from all station positions
Risk Management
Key Risks
- •Overexertion leading to dizziness or nausea
- •Falls from step-up bench due to poor technique
- •Collisions between students during station transitions
- •Joint stress from hard landings during jumping activities
Risk Mitigation
- •Monitor for signs of overexertion and provide rest as needed
- •Ensure proper step-up technique demonstrated and supervised
- •Controlled transitions between stations with clear directions
- •Emphasise soft landings and proper technique throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all four stations simultaneously
- •Move between stations during 2-minute intervals for close monitoring
- •Watch particularly for step-up station safety and technique
Emergency Procedures
Stop activity immediately if student shows distress, provide water and rest area, seek medical assistance if needed