Lesson 6 - Fitness Assessment and Progress Review
Understanding Fitness: From Assessment to Personal Progress
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we measure our fitness progress and use this knowledge to improve our health?
Learning Objectives
- To complete the four fitness assessments accurately and safely in pairs
- To compare current fitness scores with previous results and analyse progress
- To understand how regular exercise improves physical fitness and overall health
Key Outcomes
- Students will successfully complete all four fitness assessments with accurate scoring
- Students will demonstrate understanding of fitness improvement through data comparison
- Students will explain the benefits of maintaining an active, healthy lifestyle
Equipment & Resources Required
Pre-printed with student names and previous scores if available
Alternative: Clipboards with blank paper for recording
Mark out shuttle run courses and assessment stations
Alternative: Markers or chalk lines
For sit and reach test measurements
Alternative: Rulers for shorter measurements
Ensure all are reset and working before lesson
Alternative: Mobile phone timers
Position at different stations around the hall
Alternative: Large books or gym benches with rulers
Attached to clipboards to prevent loss
Alternative: Pens or erasable markers
Key Vocabulary
A test to measure specific aspects of physical fitness
The ability of the heart and lungs to supply oxygen during sustained physical activity
The amount of force a muscle can produce in a single effort
The range of motion available at a joint
The ability to move quickly across the ground or move limbs rapidly
Improvement or development over time
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of the four components of fitness (cardiovascular endurance, muscular strength, flexibility, speed)
- Experience completing fitness assessments with teacher guidance
- Knowledge of basic warm-up and cool-down principles
Current Skills
- Independent completion of fitness assessments in pairs
- Data recording and comparison skills
- Self-assessment and reflection on fitness progress
Next Steps
- Design personal fitness programmes based on assessment results
- Monitor long-term fitness progress over multiple assessments
- Understand training principles for specific fitness improvements
Milestone Indicators
Key Teaching Points
- Personal progress is more important than comparison with others - celebrate all improvements
- Accurate assessment by peers requires concentration, honesty, and encouragement
- Each fitness test measures different aspects of health-related fitness
- Regular physical activity leads to improvements in fitness over time
- Understanding your fitness helps you make better choices about staying active
- Good assessors are just as important as good performers in getting reliable results
- Fitness assessment is a tool for learning about yourself, not for competition
Common Misconceptions
- Misconception: 'Fitness assessments are about being the best in the class' - Correction: Focus on personal improvement and individual health goals
- Misconception: 'If my score didn't improve, I've failed' - Correction: Maintaining fitness is positive, and different areas improve at different rates
- Misconception: 'I should help my partner get better scores by being generous with measurements' - Correction: Accurate measurement helps track real progress
- Misconception: 'These tests show how good I am at PE' - Correction: Fitness is just one aspect of physical education and health
SEN Adaptations
ADHD
- Break assessments into shorter segments if needed, provide clear role definitions, use movement breaks between stations
dyspraxia
- Allow extra practice time for technique, provide step-by-step instruction cards, pair with patient assessment partner
autism spectrum
- Provide clear, structured routine for rotations, prepare students for assessment expectations, offer quiet reflection space
visual impairment
- Use bright, contrasting markers for assessment stations, provide verbal descriptions of all measurements, buddy system for guidance
hearing impairment
- Use visual signals for timing, provide written instruction cards, demonstrate all techniques clearly
physical disability
- Adapt assessments to individual capabilities, use alternative measurement methods if needed, focus on personal improvement
Cross-Curricular Links
English
Discussing results and progress, using specific vocabulary related to fitness and health, giving and receiving constructive feedback
Maths
Data collection and comparison, measuring distances and time, calculating improvement percentages, understanding averages and personal progress
Science
Understanding heart rate and cardiovascular system, muscle function during exercise, effects of exercise on breathing, body systems working together
PSHE
Setting personal goals, celebrating individual achievement, understanding health and wellbeing, developing resilience and determination
Teacher Guidance
Positioning
Central position with clear sight lines to all four assessment stations, mobile to provide individual support
Observation Focus
Monitor technique quality, effort levels, accuracy of peer assessment, and emotional responses to results
Intervention Points
Step in if technique becomes unsafe, provide encouragement for struggling students, correct inaccurate assessment practices
Demonstration Notes
Demonstrate each assessment technique clearly before students begin, emphasise the role of accurate peer assessment
Verbal Cues
- •'Focus on your own progress, not others'
- •'Technique first, then effort'
- •'Be honest with your measurements'
- •'Every improvement counts, however small'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 30m x 20m for multiple assessment stations
Surface Check
Non-slip, even surface free from obstacles, appropriate for running and floor exercises
Equipment Safety
Safety Checks
- •Check all stopwatches are working correctly before use
- •Ensure sit and reach boxes are stable and positioned safely
- •Verify measuring tapes are in good condition without sharp edges
- •Confirm adequate space between assessment stations
Risk Management
Key Risks
- •Overexertion during continuous running assessment
- •Loss of balance during squat assessment
- •Collisions during shuttle runs
- •Strain during flexibility assessment
Risk Mitigation
- •Emphasise personal effort rather than competition with others
- •Clear instruction on proper technique for each assessment
- •Adequate rest between intense assessments
- •Immediate stop instruction if students feel unwell
- •Sufficient space allocation between assessment stations
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all assessment stations
- •Monitor students showing signs of excessive fatigue
- •Watch for proper technique maintenance throughout assessments
- •Ensure fair and accurate assessment practices
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required