Lesson 2 - Stamina & Core Strength
Personal Fitness & Circuit Skills
•Year 5
•Health Related Fitness
•Start Planning Better PE Lessons
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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
Mark circuit route and team relay positions
Alternative: Markers, bean bags, or sports equipment
Position for clear audio across exercise area
Alternative: Tablet with portable speaker
Visible to teacher for timing activities
Alternative: Phone timer, wall clock with second hand
Placed at core exercise stations
Alternative: Towels, or mark grass areas
Available at twist exercise stations
Alternative: Bean bags, water bottles
For filming reflection discussions
Alternative: Phone, tablet with video capability
Key Vocabulary
The ability to sustain prolonged physical effort
The capacity to continue exercising for extended periods
The strength of muscles in the trunk and pelvis that support the spine
Continuing to try despite difficulties or challenges
Controlling your speed to maintain energy throughout an activity
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
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