Lesson 6 - Fitness Assessment
Scientific Fitness Exploration
•Year 5
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we measure our fitness progress and use this information to improve our health?
Learning Objectives
- To complete a comprehensive fitness assessment using four different tests
- To compare current fitness scores with previous assessment results
- To understand the importance of regular fitness monitoring for health
Key Outcomes
- Students will successfully complete four fitness assessments with partner support
- Students will record and compare their fitness scores with previous results
- Students will explain how regular exercise improves fitness levels
Equipment & Resources Required
Pre-printed sheets with student names and space for both assessments
Alternative: Clipboard with recording sheets, tablets with digital forms
4 cones per station to clearly mark test areas
Alternative: Spot markers, chalk lines on playground
For measuring sit and reach distances and shuttle runs
Alternative: Metre rulers, marked lines on ground
One per station for accurate timing
Alternative: Phone timers, large visible clock
For recording scores on assessment sheets
Alternative: Pens, clipboards with attached pencils
Standard sit and reach testing apparatus
Alternative: Ruler and wall, measuring tape on floor
Key Vocabulary
Tests that measure different aspects of physical fitness to track progress over time
The ability of the heart and lungs to supply oxygen to working muscles during exercise
The maximum force that muscles can exert in a single effort
The range of movement possible at joints
The ability to change direction quickly and efficiently
Tracking fitness improvements over time through regular testing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have completed an initial fitness assessment in week 1
- Students understand basic exercise movements and safety
- Students can work cooperatively in pairs
Current Skills
- Recording and comparing fitness assessment scores
- Understanding the relationship between exercise and fitness improvement
- Demonstrating responsibility and encouragement during partner work
Next Steps
- Setting personal fitness goals based on assessment results
- Designing personal fitness programmes
- Understanding specific training methods for different fitness components
Milestone Indicators
Key Teaching Points
- Fitness assessments measure progress over time, not just current ability
- Proper technique is essential for accurate and safe testing
- Partner support and encouragement enhance the testing experience
- Improvements in fitness come from regular exercise and healthy lifestyle choices
- Different activities improve different components of fitness
- Goal setting helps focus future exercise and training efforts
- Celebrating progress, however small, builds motivation for continued activity
Common Misconceptions
- Thinking that lack of improvement means lack of effort - explain external factors
- Believing that fitness tests are competitions with others - emphasise personal progress
- Assuming that being good at one test means being good at all - explain different fitness components
- Thinking that fitness improvements happen immediately - explain that changes take time
- Believing that only intense exercise improves fitness - show value of regular moderate activity
SEN Adaptations
ADHD
- Use shorter activity bursts, provide regular movement breaks, assign specific roles during partner work
dyspraxia
- Allow extra time for test preparation, provide additional technique demonstrations, focus on effort over performance
autism spectrum
- Provide clear sequence of activities, use visual schedules for station rotations, offer quiet space if overwhelmed
visual impairment
- Use verbal descriptions of all test techniques, provide tactile markers for distance measurements, assign sighted partner for guidance
hearing impairment
- Use visual demonstrations and written instructions, employ hand signals for timing, ensure face-to-face communication
physical disability
- Adapt tests to individual capabilities, use modified equipment where necessary, focus on personal improvement rather than standardised scores
Cross-Curricular Links
English
Recording observations accurately, discussing results using appropriate vocabulary, explaining reasoning
Maths
Recording and comparing numerical data, calculating improvements and percentages, timing and measurement
Science
Understanding heart rate and cardiovascular system, muscle function and strength, flexibility and joint movement
PSHE
Goal setting and personal development, supporting others, understanding health and wellbeing
Teacher Guidance
Positioning
Circulate between all four stations, spending equal time at each to provide support and monitor safety
Observation Focus
Watch for proper test technique, partner cooperation, and signs of overexertion
Intervention Points
["Step in if students are not following correct test technique", "Intervene if partners are not providing adequate encouragement", "Stop tests if students show signs of distress or exhaustion"]
Demonstration Notes
Be prepared to re-demonstrate any test technique during the lesson if students need reminders
Verbal Cues
- •'Keep that steady pace!'
- •'Remember to squat down low!'
- •'Encourage your partner!'
- •'Perfect technique!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area, minimum 30m x 20m with additional space for running circuit
Surface Check
Non-slip surface free from obstacles, suitable for running and floor exercises
Equipment Safety
Safety Checks
- •Check sit and reach box is stable and has no sharp edges
- •Ensure stopwatches are working correctly
- •Verify measuring tapes are secure and clearly marked
Risk Management
Key Risks
- •Overexertion during maximum effort tests
- •Slips and falls during running and shuttle tests
- •Muscle strain from inadequate warm-up or poor technique
Risk Mitigation
- •Thorough warm-up before testing begins
- •Clear technique demonstration for all tests
- •Partner supervision during each test
- •Emphasis on personal effort rather than competition with others
Supervision & Emergency Procedures
Supervision Points
- •Circulate between all four testing stations regularly
- •Monitor students for signs of overexertion or distress
- •Ensure proper technique is maintained throughout testing
Emergency Procedures
Stop test immediately if student shows signs of distress, provide appropriate first aid, contact emergency services if required