Lesson 6 - Core Strength Circuit & Run
Personal Fitness & Circuit Skills
•Year 5
•Health Related Fitness
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Used for agility warm-up and assessment zones
Alternative: Markers, bean bags, or spots
Laid flat on ground for footwork drills
Alternative: Chalk lines or rope ladders
Set at appropriate height for stepping over
Alternative: Low cones or pool noodles
For floor-based core exercises
Alternative: Towels or carpet squares
For twisting exercises and partner work
Alternative: Water bottles or bean bags
For timing exercise intervals and run
Alternative: Phone timer or classroom clock
For tracking 12-minute run progress
Alternative: Exercise books or clipboards
For motivation during circuit exercises
Alternative: Teacher singing or counting
Key Vocabulary
The strength of muscles in your trunk, including abs, back, and pelvis
A series of exercises performed one after another with rest periods
The ability to keep going for a long time without getting tired
Physical strength to do something for a long time
To discuss and agree on something with others
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
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