Lesson 3 - Body Weight Strength Development
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we use our own body weight to build strength and understand our physical capabilities?
Learning Objectives
- To develop strength using body weight exercises
- To understand the concept of strength and how it benefits our bodies
- To work safely at maximum effort with control and proper form
Key Outcomes
- Students will perform body weight exercises with correct technique and control
- Students will understand that strength is the ability of muscles to exert force
- Students will work to their maximum ability while maintaining safety
Equipment & Resources Required
Keep accessible for timing plank competition and exercises
Alternative: Phone timer, wall clock with second hand
Use to mark circle formation area in main space
Alternative: Cones, spots, or rope to mark circle boundaries
Place around circle for floor-based exercises if available
Alternative: Towels or carpet area for floor exercises
Key Vocabulary
The ability of a muscle or muscle group to exert force against resistance
Using your own weight as resistance for exercise, without additional equipment
One complete movement of an exercise
A straight-body hold position supporting weight on hands and toes
Working at the highest intensity you can safely maintain
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of muscle groups
- Experience with simple exercises like star jumps and squats
- Knowledge of safe landing and jumping techniques
Current Skills
- Body weight strength exercises with proper form
- Understanding strength as muscle force production
- Working at maximum effort safely
Next Steps
- Circuit training with equipment
- Strength training progressions
- Creating personal fitness programmes
Milestone Indicators
Key Teaching Points
- Emphasise controlled movement over speed in all exercises
- Focus on personal improvement rather than comparison with others
- Provide immediate modifications for students who need them
- Maintain high energy and encouragement throughout the session
- Connect exercises to real-life strength and fitness benefits
- Celebrate effort and determination as much as physical achievement
- Use positive language to build confidence during challenging exercises
Common Misconceptions
- Students may think faster equals better - emphasise control and quality
- Some may believe they need weights to build strength - highlight body weight effectiveness
- Students might compare themselves to others - focus on individual progress
- Some may think strength training is only for older students - show how it benefits everyone
- Misconception that boys are naturally stronger - emphasise everyone can improve their strength
SEN Adaptations
ADHD
- Break exercises into shorter sets, use clear visual and verbal cues, provide immediate feedback and encouragement
dyspraxia
- Demonstrate exercises slowly multiple times, break complex movements into smaller parts, allow extra practice time
autism spectrum
- Provide clear routine structure, use visual schedule of exercises, create quiet space for breaks if needed
visual impairment
- Use verbal descriptions of exercise positions, provide tactile guidance for correct form, ensure safe boundaries are clearly described
hearing impairment
- Use visual demonstrations, clear hand signals for counting, written exercise cards with pictures
physical disability
- Adapt exercises for seated position, use resistance bands instead of body weight, focus on achievable range of movement
Cross-Curricular Links
Maths
Counting repetitions, timing exercises, calculating total repetitions completed (e.g., 6+5+4+3+2+1=21 per exercise)
Science
Muscle groups and how they work, understanding force and resistance, heart rate during exercise, breathing and oxygen use
PSHE
Building resilience, supporting others, personal challenge and goal setting, understanding personal limits and safety
Teacher Guidance
Positioning
Centre of circle during demonstrations, move around outside of circle during exercises to observe all students
Observation Focus
Watch for proper form, appropriate effort levels, positive interactions, and any signs of distress
Intervention Points
Step in if technique becomes unsafe, if students are overexerting, or if negative behaviours arise
Demonstration Notes
Always demonstrate with perfect technique, show modifications alongside main exercise, maintain enthusiasm while emphasising safety
Verbal Cues
- •'Slow and controlled movements!'
- •'Work at YOUR maximum, not anyone else's!'
- •'Perfect form is more important than speed!'
- •'Breathe steadily throughout!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m indoor space, or outdoor area with firm, level surface
Surface Check
Non-slip surface, free from obstacles, adequate cushioning for floor exercises
Equipment Safety
Safety Checks
- •Stopwatch functioning correctly
- •Circle markers secure and visible
- •No loose clothing or jewellery that could cause injury
Risk Management
Key Risks
- •Muscle strain from overexertion
- •Falls during jumping exercises
- •Collision between students during group exercises
- •Overheating from sustained intense exercise
Risk Mitigation
- •Clear demonstrations of correct technique
- •Emphasis on personal maximum, not competition with others
- •Adequate spacing between students during exercises
- •Regular checks for fatigue and modification options provided
- •Cool-down period to prevent muscle stiffness
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during exercises
- •Monitor individual effort levels and technique
- •Be ready to provide immediate modifications
- •Watch for signs of overexertion or distress
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek medical assistance