Lesson 1 - Initial Fitness Assessment
Understanding Fitness: From Assessment to Personal Progress
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
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How can we measure our current fitness levels to track our health and improvement over time?
Learning Objectives
- To understand the importance of fitness assessment in monitoring health
- To accurately complete four different fitness assessments with a partner
- To record baseline fitness scores for future comparison and goal setting
Key Outcomes
- Students will complete all four fitness assessments safely and accurately
- Students will understand the connection between fitness testing and health monitoring
- Students will demonstrate responsibility and encouragement when working with partners
Equipment & Resources Required
Pre-printed sheets distributed before lesson begins
Alternative: Clipboards with paper and pencils
One at each assessment station for timing
Alternative: Mobile phone timers, wall clock with second hand
Position at sit and reach and squat stations
Alternative: Gym mats folded to create height, sturdy boxes
Secured along benches for accurate reach measurement
Alternative: Rulers taped together, marked bench with measurements
Mark running course and shuttle run distances
Alternative: Chalk lines, masking tape markers
4 per group to identify assessment station groups
Alternative: Coloured bands, team cards
Key Vocabulary
A test that measures specific aspects of physical fitness such as strength, endurance, or flexibility
The ability of the heart and lungs to supply oxygen to muscles during sustained physical activity
The maximum force that muscles can exert in a single effort
The range of motion available at joints and the ability to move muscles through their full range
An initial measurement used as a starting point for comparison with future results
Physical fitness components that contribute to overall health including cardiovascular endurance, muscular strength, and flexibility
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of basic fitness concepts from Year 5
- Experience with partner work in PE activities
- Basic knowledge of warming up and cooling down
Current Skills
- Completing standardised fitness assessments
- Recording and tracking fitness data
- Understanding fitness components and health benefits
Next Steps
- Setting personal fitness goals based on assessment results
- Learning specific exercises to improve identified fitness areas
- Re-assessment at end of unit to measure improvement
Milestone Indicators
Key Teaching Points
- Fitness assessments measure current ability, not competition between students
- Proper technique is more important than achieving high scores
- Today's scores are the starting point for improvement journey
- Partner support and encouragement are essential for success
- Different people have different fitness strengths and areas for development
- Regular fitness testing helps track progress and set realistic goals
- Safety and effort matter more than results
Common Misconceptions
- Higher scores mean you're a better person - correct: fitness levels vary and can improve
- You can't improve if your initial scores are low - correct: everyone can improve with proper training
- Fitness tests are only about competition - correct: they're about personal health monitoring
- You should go as hard as possible on every test - correct: proper technique and sustainable effort matter most
- If you're not good at one test, you're not fit - correct: fitness has many components
SEN Adaptations
ADHD
- Clear boundaries at each station, frequent positive reinforcement, shorter assessment periods if needed
dyspraxia
- Extra demonstration time, simplified instructions, partner support for coordination challenges
autism spectrum
- Clear visual schedule of station rotations, quiet space available if needed, consistent partner throughout
visual impairment
- Use verbal descriptions of each assessment, tactile guidance for proper positioning, bright coloured equipment for contrast
hearing impairment
- Visual demonstration cards for each assessment, hand signals for timing, written instructions on assessment sheets
physical disability
- Modified assessments using wheelchair or seated versions, adapted distances, alternative strength assessments
Cross-Curricular Links
English
Using specific vocabulary related to fitness and health, following instructions accurately
Maths
Recording and comparing numerical data, calculating averages, measuring distances and time
Science
Understanding how exercise affects the body, heart rate changes, muscle function during activity
PSHE
Understanding health and wellbeing, setting personal goals, supporting others
Teacher Guidance
Positioning
Central position with clear view of all four assessment stations
Observation Focus
Monitor for proper technique, safety, and quality of partner interactions
Intervention Points
Step in to correct unsafe technique, provide encouragement for struggling students, ensure accurate score recording
Demonstration Notes
Demonstrate each assessment clearly with emphasis on safety and proper technique before starting
Verbal Cues
- •'Remember your technique!'
- •'Encourage your partner!'
- •'Personal best effort!'
- •'Safety first, then scores!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (sports hall) or outdoor area, minimum 30m x 20m
Surface Check
Non-slip surface for running, stable ground for squat and sit/reach assessments
Equipment Safety
Safety Checks
- •Check benches are stable and appropriate height
- •Ensure measuring tapes are securely attached
- •Verify stopwatches are working correctly
- •Confirm cones are positioned safely
Risk Management
Key Risks
- •Overexertion during continuous running or shuttle tests
- •Injury from improper squat technique
- •Muscle strain during sit and reach assessment
- •Collisions during shuttle runs
Risk Mitigation
- •Thorough warm-up before assessments begin
- •Clear demonstration of proper techniques
- •Partner system for safety monitoring
- •Emphasis on personal bests rather than competition
- •Immediate recording of any concerns
Supervision & Emergency Procedures
Supervision Points
- •Position to monitor all stations simultaneously
- •Rotate between stations to check technique
- •Watch for signs of overexertion or distress
- •Ensure proper partner support at all stations
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact school medical support if needed