❤️

Lesson 6 - Stamina Circuit Training

Fitness Components Challenge

•

Year 5

•

Health Related Fitness

•

45 min

Big Question

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

Benches

Position against wall for stability, check height appropriate for students

Alternative: Sturdy boxes, step platforms, or bottom step of stairs

Cones

4 for station markers, 4 for hop station distance markers

Alternative: Bean bags, markers, or tape marks on floor

Stopwatch

Visible to all students for station timing

Alternative: Phone timer, classroom clock with second hand

Water bottles

1 per student

Available for students during rest periods

Alternative: Access to water fountain nearby

Key Vocabulary

Stamina

The ability to keep going in an exercise for a long period of time without getting too tired

Circuit Training

A series of exercise stations completed in order with timed intervals

Pacing

Working at a steady speed that allows you to continue for the whole time period

Controlled Breathing

Breathing steadily in through the nose and out through the mouth during exercise

Cardiovascular Endurance

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

Can complete 2-minute station without stopping

Breathing remains controlled throughout circuit

Actively encourages teammates during difficult moments

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