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Lesson 6 - Core Strength Circuit & Run

Personal Fitness & Circuit Skills

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Year 5

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Health Related Fitness

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Big Question

How can we design our own core strength circuit and use endurance running to improve our fitness over time?

Learning Objectives

Communicate and negotiate with others to agree what we are going to do as a group
Work as part of a group to set up a circuit of exercises
Enjoy competing and challenging myself to improve my fitness performance

Key Outcomes

Students will design and implement their own core strength circuit working collaboratively
Students will complete a 12-minute endurance run and track their improvement from previous sessions
Students will demonstrate responsibility for their own learning by setting up exercise stations independently

Equipment & Resources Required

Cones

25 (various colours)

Used for agility warm-up and assessment zones

Alternative: Markers, bean bags, or spots

SAQ Ladders

4-6 if available

Laid flat on ground for footwork drills

Alternative: Chalk lines or rope ladders

Hurdles

6-8 if available

Set at appropriate height for stepping over

Alternative: Low cones or pool noodles

Exercise mats

1 per 2 students

For floor-based core exercises

Alternative: Towels or carpet squares

Balls

1 per 4 students

For twisting exercises and partner work

Alternative: Water bottles or bean bags

Stopwatch

1 per group

For timing exercise intervals and run

Alternative: Phone timer or classroom clock

Score Sheets

1 per student

For tracking 12-minute run progress

Alternative: Exercise books or clipboards

Music Player

For motivation during circuit exercises

Alternative: Teacher singing or counting

Key Vocabulary

Core strength

The strength of muscles in your trunk, including abs, back, and pelvis

Circuit training

A series of exercises performed one after another with rest periods

Endurance

The ability to keep going for a long time without getting tired

Stamina

Physical strength to do something for a long time

Negotiate

To discuss and agree on something with others

Technique

The correct way to perform an exercise or skill

Skill Progression Pathway

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

Prior Learning

Basic core exercises like planks and sit-ups
Understanding of endurance and stamina concepts
Experience working in small groups during fitness activities

Current Skills

Designing and setting up exercise circuits independently
Maintaining consistent pace during extended running
Taking responsibility for own and group learning

Next Steps

Creating more complex circuit training programmes
Leading fitness sessions for others
Developing personal fitness goals and training plans

Milestone Indicators

Students can negotiate and compromise effectively in group settings

Students show improved endurance from previous 12-minute run attempts

Students demonstrate creativity in designing exercise variations

Key Teaching Points

Emphasise collaboration and negotiation skills during circuit design
Focus on personal improvement rather than comparison with others
Maintain proper technique throughout core exercises
Encourage steady pacing strategies for endurance running
Celebrate effort and determination alongside achievement
Connect learning to continued activity outside school
Use self-assessment to develop reflective learners

Common Misconceptions

That core strength only involves sit-ups - teach variety of exercises
That running faster is always better - emphasise appropriate pacing
That fitness improvements happen immediately - discuss gradual progress
That only sporty students can succeed - celebrate all improvements
That competition means beating others - focus on personal challenges

SEN Adaptations

ADHD

Regular movement breaks built in, clear boundaries, immediate feedback and praise

dyspraxia

Break down complex movements, extra practice time, larger equipment where helpful

autism spectrum

Clear routine and structure, visual schedule of activities, quiet spaces available if needed

visual impairment

Use brightly coloured cones, provide verbal descriptions of circuit layout, buddy system for running

hearing impairment

Use visual signals for timing, demonstrate all exercises clearly, written instruction cards

physical disability

Modify exercises for seated or supported positions, adapted equipment, shorter time periods

Cross-Curricular Links

English

Negotiation skills, explaining technique to others, listening and responding appropriately

Maths

Counting laps, timing intervals, measuring circuit distances, comparing numerical results over time

Science

Understanding muscle groups, heart rate during exercise, effects of training on body systems

PSHE

Goal setting, self-evaluation, working collaboratively, showing determination and resilience

Teacher Guidance

Positioning

Move around perimeter of activities to maintain visual contact with all students

Observation Focus

Monitor technique, effort levels, group dynamics, and individual progress

Intervention Points

Step in if unsafe technique observed, groups struggling with collaboration, or students showing signs of overexertion

Demonstration Notes

Show examples of good technique, model collaborative discussion, demonstrate pacing strategies

Verbal Cues

•'Keep that steady pace!'
•'Great teamwork in planning!'
•'Focus on technique, not speed!'
•'Listen to your body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large area for running circuit (minimum 30m x 40m) plus space for multiple small group circuits

Surface Check

Dry, even surface free from hazards, suitable for sustained running and floor exercises

Equipment Safety

Safety Checks

•Check cones are in good condition with no sharp edges
•Ensure mats are clean and non-slip
•Verify balls are properly inflated

Risk Management

Key Risks

•Overexertion during 12-minute run
•Collisions during running or group activities
•Improper technique leading to muscle strain
•Equipment-related trips or falls

Risk Mitigation

•Stagger starting positions for running
•Monitor students for signs of overexertion
•Emphasise proper technique before exercises
•Ensure adequate spacing between circuit stations

Supervision & Emergency Procedures

Supervision Points

•Position to observe entire running circuit
•Circulate between groups during circuit activities
•Monitor individual students' effort levels

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact emergency services if required