Lesson 1 - Fitness Testing & Assessment
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
What are you physically capable of achieving, and how can understanding your fitness strengths help you improve?
Learning Objectives
- To develop an awareness of what your body is capable of achieving
- To test and record baseline fitness scores across different components
- To understand the six key components of fitness and identify personal strengths
Key Outcomes
- Students will complete fitness tests for speed, balance, coordination, agility, strength and stamina
- Students will accurately record their baseline scores and identify areas of strength
- Students will demonstrate understanding of different fitness components and their importance
Equipment & Resources Required
Used for marking distances, station boundaries, and track perimeter
Alternative: Markers, bean bags, or chalk lines for boundaries
One per station group, ensure students know how to operate
Alternative: Mobile phone timers, teacher timing all groups
Individual ropes for coordination testing
Alternative: Imaginary skipping, long rope turned by others
One per student with name written clearly
Alternative: Simple recording sheets created by teacher
Laminated cards with clear instructions and diagrams
Alternative: Teacher verbal instructions at each station
Enough for one between two students
Alternative: Shared pencils, teacher recording for younger students
Key Vocabulary
The different aspects of physical fitness including speed, strength, stamina, coordination, agility and balance
Your starting fitness scores that you can compare future results against
How quickly you can move from one place to another
How long you can keep exercising before getting tired
Your ability to change direction quickly while moving
How well different parts of your body work together
Your ability to stay steady and not fall over
How much force your muscles can produce
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of exercise and physical activity
- Ability to follow multi-step instructions
- Experience working cooperatively with partners
- Basic timekeeping and counting skills
Current Skills
- Testing and measuring fitness components
- Recording and interpreting data accurately
- Understanding personal strengths and areas for development
- Supporting and encouraging peers during physical challenges
Next Steps
- Setting personal fitness goals based on baseline data
- Learning specific training methods for each fitness component
- Developing fitness improvement programmes
- Retesting to measure progress and improvement
Milestone Indicators
Key Teaching Points
- Emphasise personal achievement over competition with others
- Focus on establishing baseline data for future improvement
- Teach proper technique for each fitness component test
- Promote peer support and encouragement throughout
- Connect fitness testing to real-life health and activity
- Build understanding of different fitness components
- Develop resilience and perseverance during challenging tests
Common Misconceptions
- Fitness is only about being fast or strong - address by showing six different components
- You're either fit or not fit - explain fitness is about personal improvement
- Baseline scores don't matter - emphasise they're starting points for growth
- Only naturally athletic students can be good at fitness - show everyone has different strengths
- Fitness testing is about winning - clarify it's about personal challenge and improvement
SEN Adaptations
ADHD
- Clear boundaries between stations, frequent movement changes, specific roles to maintain focus
dyspraxia
- Extended time for motor planning, simplified movement patterns, extra practice time
autism spectrum
- Clear visual schedule of stations, predictable routines, quiet zones available if overwhelmed
visual impairment
- Partner support for navigation, verbal descriptions of station layouts, bright coloured equipment markers
hearing impairment
- Visual station cards with clear diagrams, hand signals for timing, written instructions always available
physical disability
- Modified tests appropriate to ability level, wheelchair-accessible versions, alternative equipment as needed
Cross-Curricular Links
English
Using precise vocabulary to describe fitness components, following written instructions, recording observations
Maths
Recording and comparing numerical data, timing activities, counting repetitions, measuring distances
Science
Understanding how the body responds to exercise, heart rate and breathing changes, muscle function
PSHE
Building resilience and perseverance, supporting others, recognising personal strengths and areas for growth
Teacher Guidance
Positioning
Central position where all six stations are visible, moving between stations to provide support and monitor safety
Observation Focus
Watch for correct technique, maximum effort within safe limits, positive peer interactions, accurate recording
Intervention Points
Step in when students show poor technique, lack of effort, negative interactions, or signs of fatigue
Demonstration Notes
Show enthusiasm for fitness testing, model proper encouragement language, demonstrate correct technique when needed
Verbal Cues
- •'Remember your technique!'
- •'Encourage your partner!'
- •'Record your honest score!'
- •'Keep breathing steadily!'
- •'Push yourself but stay safe!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m for all stations to operate safely
Surface Check
Non-slip surface essential, check for hazards like wet patches or debris before starting
Equipment Safety
Safety Checks
- •Check stopwatches are working and students know how to operate them
- •Ensure skipping ropes are correct length and in good condition
- •Verify all cones are stable and positioned safely
- •Check recording sheets and pencils are sharp-free
Risk Management
Key Risks
- •Collisions between students during sprinting or agility tests
- •Falls during balance testing or when fatigued
- •Overexertion during stamina or strength tests
- •Tripping over equipment or course markers
Risk Mitigation
- •Clear boundaries between stations with adequate space
- •Staggered starts for sprinting to prevent crowding
- •Instruction to stop immediately if feeling unwell
- •Partners positioned as spotters during balance tests
- •Progressive warm-up to prepare bodies for testing
Supervision & Emergency Procedures
Supervision Points
- •Position to see all stations simultaneously
- •Move between stations checking technique and safety
- •Monitor students for signs of overexertion or distress
- •Ensure adequate rest between high-intensity tests
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact office if required