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Lesson 6 - Fitness Assessment

Scientific Fitness Exploration

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Year 5

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Health Related Fitness

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Big Question

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

Score Sheets

1 per student (30)

Pre-printed sheets with student names and space for both assessments

Alternative: Clipboard with recording sheets, tablets with digital forms

Cones

16 cones

4 cones per station to clearly mark test areas

Alternative: Spot markers, chalk lines on playground

Measuring Tapes

2 measuring tapes

For measuring sit and reach distances and shuttle runs

Alternative: Metre rulers, marked lines on ground

Stopwatch

4 stopwatches

One per station for accurate timing

Alternative: Phone timers, large visible clock

Pencils

For recording scores on assessment sheets

Alternative: Pens, clipboards with attached pencils

Step Boxes

1 box

Standard sit and reach testing apparatus

Alternative: Ruler and wall, measuring tape on floor

Key Vocabulary

Fitness Assessment

Tests that measure different aspects of physical fitness to track progress over time

Cardiovascular Fitness

The ability of the heart and lungs to supply oxygen to working muscles during exercise

Muscular Strength

The maximum force that muscles can exert in a single effort

Flexibility

The range of movement possible at joints

Agility

The ability to change direction quickly and efficiently

Progress Monitoring

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

Students can explain why their scores have changed since the initial assessment

Students demonstrate sustained effort during all four fitness tests

Students provide constructive encouragement to their partners

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