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Lesson 1 - Fitness Testing & Assessment

Fitness Assessment & Goals

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Year 6

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Health Related Fitness

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45 min

Big Question

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

Cones

Used for marking distances, station boundaries, and track perimeter

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

Stopwatch

One per station group, ensure students know how to operate

Alternative: Mobile phone timers, teacher timing all groups

Ropes

Individual ropes for coordination testing

Alternative: Imaginary skipping, long rope turned by others

Score Sheets

One per student with name written clearly

Alternative: Simple recording sheets created by teacher

Cards

Laminated cards with clear instructions and diagrams

Alternative: Teacher verbal instructions at each station

Pencils

Enough for one between two students

Alternative: Shared pencils, teacher recording for younger students

Key Vocabulary

Components of fitness

The different aspects of physical fitness including speed, strength, stamina, coordination, agility and balance

Baseline data

Your starting fitness scores that you can compare future results against

Speed

How quickly you can move from one place to another

Stamina

How long you can keep exercising before getting tired

Agility

Your ability to change direction quickly while moving

Coordination

How well different parts of your body work together

Balance

Your ability to stay steady and not fall over

Strength

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

Completes all six fitness tests with consistent effort

Records data accurately and identifies personal patterns

Demonstrates understanding of fitness components through discussion

Shows resilience and perseverance during challenging activities

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