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Lesson 8 - Fitness Re-testing & Analysis

Fitness Assessment & Goals

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Year 6

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Health Related Fitness

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45 min

Big Question

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

Cones

Use to mark station boundaries, 30m sprint distance, and agility course

Alternative: Markers, bean bags, or chalk lines for boundaries

Stopwatch

Distribute 1-3 per station depending on requirements

Alternative: Smartphone timer apps, sand timers for approximate timing

Ropes

Individual ropes for coordination station

Alternative: Long ropes for group skipping, or imaginary rope practice

Pencils

For recording scores on fitness record sheets

Alternative: Pens, clipboards with attached pencils

Score Sheets

Pre-printed sheets showing baseline scores for comparison

Alternative: Digital recording on tablets, simplified score cards

Cards

Laminated cards with clear instructions and safety reminders

Alternative: Verbal instructions, visual demonstration posters

Key Vocabulary

Baseline

The original measurement taken at the start of training to compare future progress against

Personal Best

Your own best score or time in a particular fitness test

Agility

The ability to change direction quickly and efficiently while maintaining control

Stamina

The ability to sustain physical effort over an extended period

Coordination

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

Accurate completion of all six fitness tests

Confident leadership of warm-up activities

Meaningful analysis of personal fitness data

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