❤️

Lesson 2 - Stamina & Core Strength

Personal Fitness & Circuit Skills

•

Year 5

•

Health Related Fitness

•

Big Question

How can developing our stamina and core strength make us better athletes in all sports?

Learning Objectives

To develop stamina through sustained running activity
To understand the importance of core strength in athletic performance
To demonstrate determination and perseverance during physical challenges

Key Outcomes

Students will run continuously for 12 minutes maintaining steady pace
Students will explain why core strength benefits athletic performance
Students will demonstrate reflection and recognition of success in self and others

Equipment & Resources Required

Cones

20-30

Mark circuit route and team relay positions

Alternative: Markers, bean bags, or sports equipment

Music Player

1 set

Position for clear audio across exercise area

Alternative: Tablet with portable speaker

Stopwatch

1-2

Visible to teacher for timing activities

Alternative: Phone timer, wall clock with second hand

Exercise mats

15-20

Placed at core exercise stations

Alternative: Towels, or mark grass areas

Balls

8-10

Available at twist exercise stations

Alternative: Bean bags, water bottles

Video Device

For filming reflection discussions

Alternative: Phone, tablet with video capability

Key Vocabulary

Stamina

The ability to sustain prolonged physical effort

Endurance

The capacity to continue exercising for extended periods

Core strength

The strength of muscles in the trunk and pelvis that support the spine

Perseverance

Continuing to try despite difficulties or challenges

Pacing

Controlling your speed to maintain energy throughout an activity

Circuit training

A series of exercises performed one after another with rest periods

Skill Progression Pathway

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

Prior Learning

Basic running technique and pacing
Simple core exercises like sit-ups
Understanding of warm-up importance

Current Skills

Sustained running for extended periods
Advanced core strengthening exercises
Self-reflection and peer assessment skills

Next Steps

Training programmes and goal setting
Sport-specific fitness requirements
Leadership in fitness activities

Milestone Indicators

Completing 12-minute run without walking

Maintaining good form during core exercises

Providing meaningful feedback to others

Key Teaching Points

Stamina development requires sustained effort at manageable pace, not maximum speed
Core strength supports all athletic movement and should be developed progressively
Quality technique is more important than quantity in strength exercises
Peer feedback should be positive, specific, and helpful for improvement
Determination and perseverance are skills that can be developed like physical fitness
Self-reflection helps students understand their progress and set future goals
Fitness activities should be challenging but achievable for all ability levels

Common Misconceptions

Thinking stamina means running as fast as possible - actually requires pace control
Believing core strength is only about abdominal muscles - includes back and side muscles too
Assuming fitness improvement happens immediately - actually requires consistent practice over time
Thinking you must be the best to be successful - effort and improvement are what matter
Believing that feeling tired means you should stop - learning to work through controlled fatigue
Thinking peer feedback means pointing out mistakes - should focus on encouragement and positive observation

SEN Adaptations

ADHD

Regular activity changes, clear boundaries, positive reinforcement system, movement-based learning

dyspraxia

Simplified movement patterns, additional demonstration time, focus on effort over technique

autism spectrum

Clear structure and routine, visual timetable of activities, quiet reflection space available

visual impairment

Clear verbal descriptions of circuit route, bright coloured cones, partner guidance during running

hearing impairment

Visual demonstration of all exercises, clear visual signals for timing, written instruction cards at stations

physical disability

Adapted distances and times, seated core exercises where appropriate, modified equipment

Cross-Curricular Links

English

Vocabulary development with fitness terms, articulating thoughts during reflection, listening skills during peer feedback

Maths

Timing and measuring during 12-minute run, counting laps and repetitions, calculating improvements over time

Science

Understanding muscle groups and how they work, cardiovascular system during exercise, effects of exercise on breathing and heart rate

PSHE

Building determination and resilience, supporting others, honest self-reflection and goal setting

Teacher Guidance

Positioning

Central location with 360-degree view during run, move between stations during core circuit

Observation Focus

Monitor pacing and breathing during run, technique and safety during core exercises, quality of peer interactions

Intervention Points

Step in if students show distress, correct unsafe technique immediately, support reflection discussions

Demonstration Notes

Show clear difference between pace and speed, demonstrate perfect technique for each core exercise, model positive feedback language

Verbal Cues

•'Steady pace, you can maintain this!'
•'Strong core, straight body!'
•'Encourage your partner!'
•'Think about how this helps your sports!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 40m x 30m or indoor hall, clear circuit route marked

Surface Check

Even, non-slip surface free from holes, debris, or trip hazards

Equipment Safety

Safety Checks

•Cones firmly placed and visible
•Mats checked for tears or slipping
•Balls properly inflated and not damaged
•Timer/stopwatch functioning correctly

Risk Management

Key Risks

•Overexertion during 12-minute run
•Collisions between runners
•Incorrect technique causing strain during core exercises
•Dehydration from sustained activity

Risk Mitigation

•Monitor all students for signs of distress during run
•Stagger start positions to prevent bunching
•Demonstrate proper technique before each core exercise
•Ensure water is available immediately after run
•Allow modifications for students with health conditions

Supervision & Emergency Procedures

Supervision Points

•Position with clear view of entire running circuit
•Move between core exercise stations to monitor technique
•Watch for students struggling and provide immediate support
•Maintain visual contact with all students throughout

Emergency Procedures

Stop activity immediately if student shows distress, apply first aid knowledge, send for additional help if needed, have emergency contacts available