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Lesson 6 - Fitness Assessment and Progress Review

Understanding Fitness: From Assessment to Personal Progress

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Year 6

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Health Related Fitness

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Big Question

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

Score Sheets

1 per student (30)

Pre-printed with student names and previous scores if available

Alternative: Clipboards with blank paper for recording

Cones

Mark out shuttle run courses and assessment stations

Alternative: Markers or chalk lines

Measuring Tapes

For sit and reach test measurements

Alternative: Rulers for shorter measurements

Stopwatch

8 (1 per pair group)

Ensure all are reset and working before lesson

Alternative: Mobile phone timers

Step Boxes

Position at different stations around the hall

Alternative: Large books or gym benches with rulers

Pencils

15 (1 per pair)

Attached to clipboards to prevent loss

Alternative: Pens or erasable markers

Key Vocabulary

Fitness Assessment

A test to measure specific aspects of physical fitness

Cardiovascular Endurance

The ability of the heart and lungs to supply oxygen during sustained physical activity

Muscular Strength

The amount of force a muscle can produce in a single effort

Flexibility

The range of motion available at a joint

Speed

The ability to move quickly across the ground or move limbs rapidly

Progress

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

Students complete assessments independently with correct technique

Accurate data recording and meaningful comparison with previous scores

Evidence of understanding the relationship between training and fitness improvement

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