Lesson 8 - Fitness Re-testing & Analysis
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we measure and celebrate our fitness improvements?
Learning Objectives
- To re-test fitness levels using standardised assessments
- To analyse personal data and identify areas of improvement
- To demonstrate leadership skills by guiding others through fitness activities
Key Outcomes
- Students will complete six fitness tests and record accurate measurements
- Students will compare current scores with baseline data to identify improvements
- Students will lead small groups through warm-up routines confidently
Equipment & Resources Required
Use to mark station boundaries, 30m sprint distance, and agility course
Alternative: Markers, bean bags, or chalk lines for boundaries
Distribute 1-3 per station depending on requirements
Alternative: Smartphone timer apps, sand timers for approximate timing
Individual ropes for coordination station
Alternative: Long ropes for group skipping, or imaginary rope practice
For recording scores on fitness record sheets
Alternative: Pens, clipboards with attached pencils
Pre-printed sheets showing baseline scores for comparison
Alternative: Digital recording on tablets, simplified score cards
Laminated cards with clear instructions and safety reminders
Alternative: Verbal instructions, visual demonstration posters
Key Vocabulary
The original measurement taken at the start of training to compare future progress against
Your own best score or time in a particular fitness test
The ability to change direction quickly and efficiently while maintaining control
The ability to sustain physical effort over an extended period
The ability to use different parts of the body together smoothly and efficiently
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have completed baseline fitness tests earlier in the unit
- Students understand different components of fitness
- Students can work safely with partners during fitness activities
Current Skills
- Re-testing fitness using standardised protocols
- Data collection and recording techniques
- Leadership skills in warm-up activities
- Self-assessment and reflection on progress
Next Steps
- Setting SMART fitness goals for future improvement
- Designing personal fitness programmes
- Understanding training principles for different fitness components
Milestone Indicators
Key Teaching Points
- Emphasise personal improvement over comparison with others throughout the lesson
- Ensure proper technique is maintained even when pursuing maximum effort
- Celebrate all improvements, no matter how small, to build confidence and motivation
- Use data analysis to help students understand the value of consistent training
- Develop leadership skills through warm-up activities and peer support
- Connect fitness improvements to specific training activities from previous lessons
- Maintain safety focus during maximum effort activities with adequate recovery time
Common Misconceptions
- Belief that fitness improvements should be dramatic and immediate - explain that small, consistent improvements are normal and valuable
- Thinking that not improving in all areas means failure - emphasise that different people improve at different rates in different components
- Assuming that natural ability is more important than effort - reinforce that consistent practice leads to improvement
- Believing that fitness testing is about competing with others - stress personal goal setting and self-improvement
- Misconception that some people 'can't' improve at fitness - explain that everyone can make progress with appropriate effort and training
SEN Adaptations
ADHD
- Clear structure with regular check-ins, fidget tools during data analysis, movement breaks between stations
dyspraxia
- Simplified recording sheets, additional practice time for complex movements, peer buddy support
autism spectrum
- Clear visual schedule of station rotations, advance warning of transitions, quiet reflection space
visual impairment
- Large print score sheets, verbal descriptions of improvements, tactile markers for station boundaries
hearing impairment
- Visual demonstration of all tests, written instruction cards, hand signals for timing
physical disability
- Modified tests appropriate to ability level, wheelchair accessible alternatives, peer support
Cross-Curricular Links
English
Recording observations, explaining improvements, using subject-specific vocabulary accurately
Maths
Data collection and analysis, percentage calculations, measuring time and distance, comparing numbers
Science
Understanding body systems, effects of exercise on heart rate and breathing, human performance
PSHE
Setting personal goals, recognising achievement, resilience and perseverance, supporting others
Teacher Guidance
Positioning
Move between stations to observe technique and provide encouragement, central position during plenary
Observation Focus
Watch for correct technique, maximum effort within safe limits, accurate recording of scores
Intervention Points
Step in if students show signs of overexertion, incorrect technique, or negative self-talk
Demonstration Notes
Demonstrate: Each test with perfect technique, emphasising safety and accuracy over speed
Verbal Cues
- •'Personal best effort!'
- •'Celebrate every improvement!'
- •'Technique first, speed second!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 40m x 30m for all stations and running track
Surface Check
Dry, non-slip surface for all activities, especially for agility and balance tests
Equipment Safety
Safety Checks
- •Check stopwatches are working correctly before use
- •Ensure skipping ropes are appropriate length and good condition
- •Cones placed securely and visible to all students
Risk Management
Key Risks
- •Overexertion during maximum effort tests
- •Collisions during running activities
- •Falls during balance or agility tests
Risk Mitigation
- •Emphasise personal effort rather than competition with others
- •Clear station boundaries and rotation procedures
- •Adequate recovery time between maximum efforts
- •Proper warm-up before testing begins
Supervision & Emergency Procedures
Supervision Points
- •Position to oversee multiple stations simultaneously
- •Monitor students for signs of overexertion or distress
- •Ensure correct technique to prevent injury
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, apply appropriate first aid, contact emergency services if required