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Lesson 1 - Initial Fitness Assessment

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 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

Score Sheets

1 per student (30)

Pre-printed sheets distributed before lesson begins

Alternative: Clipboards with paper and pencils

Stopwatch

4 (1 per assessment station)

One at each assessment station for timing

Alternative: Mobile phone timers, wall clock with second hand

Benches

4 for sit and reach, 4 for squat assessment

Position at sit and reach and squat stations

Alternative: Gym mats folded to create height, sturdy boxes

Measuring Tapes

2 (for sit and reach stations)

Secured along benches for accurate reach measurement

Alternative: Rulers taped together, marked bench with measurements

Cones

20 for course markers and shuttle runs

Mark running course and shuttle run distances

Alternative: Chalk lines, masking tape markers

Bibs

16 in 4 different colours

4 per group to identify assessment station groups

Alternative: Coloured bands, team cards

Key Vocabulary

Fitness Assessment

A test that measures specific aspects of physical fitness such as strength, endurance, or flexibility

Cardiovascular Endurance

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

Muscular Strength

The maximum force that muscles can exert in a single effort

Flexibility

The range of motion available at joints and the ability to move muscles through their full range

Baseline Score

An initial measurement used as a starting point for comparison with future results

Health-Related Fitness

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

Accurate completion of all four assessments

Consistent recording of personal data

Demonstration of proper assessment techniques

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