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Lesson 1 - Cardio & Flexibility Test

Fitness Assessment & Analysis

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Year 7

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Health Related Fitness

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Big Question

How can understanding our fitness levels help us design effective training programmes?

Learning Objectives

Understand the immediate and long-term benefits of regular physical exercise on the body
Demonstrate the ability to warm up effectively and safely before physical activity
Sustain aerobic performance over extended periods and recognise personal limits
Develop self-reflection skills and celebrate achievements in themselves and peers

Key Outcomes

Students will complete a progressive warm-up sequence independently
Students will sustain aerobic effort during a 5-minute shuttle run test
Students will measure and record baseline flexibility using the sit-and-reach test
Students will provide constructive feedback to partners during circuit activities

Equipment & Resources Required

Cones

20-30 (for marking shuttle run lanes)

Create 4-6 lanes of 20m length with 2 cones per lane at each end

Alternative: Markers, spots, or chalk lines

Stopwatch

1 per lane (4-6 total)

One per shuttle run lane for accurate timing

Alternative: Mobile phone timer apps, classroom timer displayed on screen

Score Sheets

1 per student (30)

Pre-prepared with student names and columns for shuttle count and flexibility score

Alternative: Clipboards with class list, digital recording device

Tape Measure

3.5 (for sit-and-reach stations)

Place at sit-and-reach stations, secured with tape at zero point on bench edge

Alternative: Rulers marked in centimeters, measuring apps

Benches

3.5 (for sit-and-reach test)

Position with overhang for sit-and-reach measurement, ensure stability

Alternative: Sturdy boxes, step platforms

Music Player

1 with speakers

Pre-load motivational music playlist, ensure volume appropriate for space

Alternative: Laptop, tablet, portable speaker with phone

Sun Markers

7 laminated cards

Clear diagrams and instructions for each circuit exercise

Alternative: Whiteboard with diagrams, demonstration posters

Key Vocabulary

Aerobic exercise

Physical activity that uses oxygen to meet energy demands through sustained effort

Warm-up

Preparatory activities that gradually increase heart rate, blood flow, and muscle temperature before exercise

Flexibility

The range of motion available at a joint or series of joints

Endurance

The ability to sustain physical activity over an extended period without fatigue

Shuttle run

A fitness test involving continuous running back and forth between two points to assess cardiovascular fitness

Technique

The specific way of performing a skill or movement with correct form

Cardiovascular fitness

The efficiency of the heart, lungs, and blood vessels in delivering oxygen to working muscles

Dynamic stretching

Active movements that take joints through their full range of motion to prepare for exercise

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding that exercise is good for health
Experience of warm-up activities from KS2 PE lessons
Ability to recognise when their heart rate increases
Experience working with partners in physical activities

Current Skills

Understanding specific physiological benefits of exercise
Ability to conduct a progressive aerobic warm-up independently
Maintaining sustained aerobic effort for 5+ minutes
Measuring and recording fitness data accurately
Providing constructive peer feedback on technique

Next Steps

Designing personal fitness training programmes
Understanding different training methods (interval, circuit, continuous)
Setting SMART fitness goals based on baseline assessments
Tracking fitness improvements over time

Milestone Indicators

Completes warm-up sequence without prompting

Maintains steady breathing rhythm during sustained activity

Provides specific technical feedback to peers

Shows improved flexibility scores when reassessed

Key Teaching Points

Progressive warm-up is essential - gradually increase intensity from walking to jogging to dynamic stretches to prevent injury and prepare body for sustained activity
Pacing is critical for endurance - emphasise steady maintainable effort rather than sprint start; teach breathing rhythms (in for 3, out for 3) to support sustained aerobic work
Knees must stay behind toes in all lunges and squats - this protects knee joint from excessive stress; use verbal cue 'imagine a wall in front of your knee'
Flexibility stretches should reach tension not pain - teach students to recognise difference; 'tension is good, pain means stop'; static stretches held 10-15 seconds when muscles warm
Soft landings protect joints - emphasise landing on balls of feet with bent knees in all dynamic movements; verbal cue 'quiet ninja feet'
Baseline assessment data is personal not competitive - stress that this is THEIR starting point for tracking individual progress; celebrate effort over results
Specific feedback is more valuable than general praise - coach students to give detailed observations: 'Your knee was at 90 degrees' not just 'good job'

Common Misconceptions

Misconception: 'Warming up is just running around.' Correction: Explain that warm-up has specific purpose - gradually increasing heart rate, warming muscles, mobilizing joints through progressive intensities and movement types. Show structure: pulse raiser → dynamic stretches → static stretches.
Misconception: 'The shuttle run is a race - I need to sprint to win.' Correction: Emphasise it's a personal endurance test, not competition. Demonstrate how sprinting leads to early fatigue. Use car analogy: steady driving reaches destination vs. speeding then running out of fuel.
Misconception: 'I should stretch until it really hurts to improve flexibility.' Correction: Teach tension vs. pain distinction. Explain forcing beyond comfortable range causes muscle micro-tears and injury. Use rubber band analogy: gentle stretch = elastic, forced stretch = snap.
Misconception: 'If I can't reach far in sit-and-reach test, I've failed.' Correction: Reinforce that this is baseline data showing current flexibility level, not pass/fail. Everyone has different natural flexibility; the goal is individual improvement over time.
Misconception: 'I can stop exercising suddenly when time is up.' Correction: Explain danger of abrupt stopping - blood pooling, dizziness, potential fainting. Demonstrate gradual cool-down bringing heart rate down safely like airplane landing not crashing.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement; clear time boundaries for each task; regular movement opportunities (inherent in lesson); immediate feedback and praise for effort; buddy system for accountability; visual timers showing activity duration; kinesthetic learning through active participation; reduce verbal instruction length - demonstrate more, talk less; provide fidget tool during seated reflection if helpful

dyspraxia

Break down complex movements into smaller steps; additional practice time for movement sequences; simplified movement patterns (reduce complexity in dynamic stretches); larger equipment for easier handling; reduce speed of movements to allow processing time; visual markers for body positioning (foot placement spots); partner physical support during balance activities; allow use of wall/equipment for stability; extra verbal cueing for coordination sequences

autism spectrum

Provide visual schedule showing lesson sequence with timings; pre-teach lesson structure and expectations; clear, consistent routines for transitions; quiet zone available if sensory overwhelm occurs; allow use of headphones during circuit music if sound sensitivity present; concrete instructions avoiding abstract language; social stories about fitness testing to reduce anxiety; option to practice shuttle run with TA before whole class test

visual impairment

Use brightly coloured cones for lane markers; verbal descriptions of all demonstrations with tactile modelling if appropriate; buddy system with sighted partner for guidance during travelling activities; audio cues for shuttle run (whistle/bell at turn points); verbal counting of shuttles by partner; describe sit-and-reach setup and allow tactile exploration of equipment before testing

hearing impairment

Visual demonstrations of all activities with exaggerated clear technique; written instruction cards at each circuit station with diagrams; visual timer for activity intervals; hand signals for start/stop/rotate commands; position student at front for clear view of teacher; buddy interpreter if student uses sign language; visual cues for breathing patterns (demonstrate visually not just verbally)

physical disability

Wheelchair users: adapted shuttle test using wheelchair propulsion or arm ergometer for cardiovascular test; modified flexibility exercises focusing on upper body range of motion; seated versions of stretches; reduced intensity options available; buddy support for equipment setup. Reduced mobility: shorter shuttle distance (10m instead of 20m); walking shuttle test as alternative; chair-supported balance exercises; resistance band stretches instead of floor-based flexibility

Cross-Curricular Links

English

Speaking and listening - articulating observations and feedback clearly; using subject-specific vocabulary accurately (aerobic, flexibility, endurance); following complex multi-step instructions; collaborative discussion about physiological responses to exercise

Maths

Recording numerical data from shuttle run and sit-and-reach tests; calculating averages if tested multiple times; measuring distance in centimeters using tape measure; timing activities in seconds and minutes; understanding data collection for progress tracking

Science

Cardiovascular system function - heart rate, blood flow, oxygen delivery to muscles; respiratory system - breathing rate changes during exercise; muscular system - muscle contraction and fatigue; skeletal system - joint range of motion and flexibility; immediate physiological responses vs. long-term adaptations to exercise

PSHE

Physical health and mental wellbeing - understanding benefits of exercise on mood, sleep, concentration; building resilience - sustaining effort when challenging; developing self-awareness through reflection; communication skills through peer feedback; recognising and celebrating achievements in self and others

Teacher Guidance

Positioning

During warm-up: front of space facing all students for demonstrations. During shuttle run: central position with clear view of all lanes and stopwatch accessible. During circuit: circulate continuously between stations, spending 30 seconds at each to observe and correct technique. During cool-down: front of space, seated at student level for reflection discussion.

Observation Focus

Warm-up: check safe movement patterns, adequate spacing, progressive intensity increase. Shuttle run: monitor pacing strategies, breathing control, signs of fatigue/over-exertion, supporter encouragement. Circuit: focus on exercise technique, depth of movement, partner feedback quality, safety in balance exercises. Cool-down: observe gradual heart rate reduction, stretch technique, engagement in reflection.

Intervention Points

Intervene immediately if: unsafe movement patterns observed (heavy landing, poor alignment); students showing signs of distress or over-exertion; equipment malfunction or hazard identified; conflict between students; technique errors that could cause injury (knees over toes, forcing flexibility beyond range). Pause whole class if needed to address safety concerns.

Demonstration Notes

Demonstrate: Always show perfect technique first. Use exaggeration to highlight key points (e.g., extra-bent knees for soft landing). Show common mistakes then correct form for comparison. Select confident students for peer demonstrations after teacher model. During shuttle run, demonstrate pacing using short 30-second example. For flexibility, show range of motion differences to illustrate flexibility concept. Verbalize thought process during demos: 'See how I'm checking my knee stays behind my toes?'

Verbal Cues

•'Soft knees, quiet feet!' - to encourage safe landing
•'Find the space!' - to improve spatial awareness during travelling
•'Steady pace, you've got time!' - to prevent over-exertion in shuttle run
•'Tension not pain!' - to guide appropriate stretch intensity
•'Be specific!' - to improve peer feedback quality
•'Control the movement!' - to slow down rushed exercises
•'Breathe normally!' - reminder not to hold breath during stretches

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 25m x 15m indoor hall or equivalent outdoor space; clear area for 30 students to travel safely during warm-up; 4-6 parallel shuttle run lanes of 20m length; circuit stations arranged with 3m spacing to prevent collisions

Surface Check

Dry, non-slip surface free from water, debris, or obstacles; outdoor area checked for uneven ground, holes, or trip hazards; ensure adequate grip for running and dynamic movements

Equipment Safety

Safety Checks

•Check all cones are stable and visible; no sharp edges or cracks
•Benches secured and stable for sit-and-reach test; no splinters
•Tape measures secure and not creating trip hazard
•Music player volume appropriate - students can hear instructions
•Recording sheets and pens stored safely when not in use

Risk Management

Key Risks

•Cardiovascular over-exertion during shuttle run test
•Collisions during dynamic warm-up and travelling movements
•Muscle strains from improper stretching technique or forcing range of motion
•Dizziness or fainting if stopping abruptly after intense activity
•Falls during single-leg balance exercises
•Impact injuries from heavy landing during dynamic movements

Risk Mitigation

•Comprehensive progressive warm-up before shuttle run test (12 minutes)
•Clear boundaries and adequate spacing established for all activities
•Emphasis on working within comfortable range - no forcing stretches
•Gradual cool-down with walking to bring heart rate down safely
•Partner support available during balance exercises
•Teaching soft landings on balls of feet with bent knees throughout
•Teacher circulating continuously to monitor technique and safety
•Students with medical conditions identified; asthma inhalers accessible
•Water breaks available; students encouraged to hydrate

Supervision & Emergency Procedures

Supervision Points

•Position at edge of area during warm-up for visibility of all students
•Central position during shuttle run with view of all lanes simultaneously
•Circulate actively during circuit to monitor technique at all stations
•Watch for signs of over-exertion: excessive breathlessness, pale/red face, dizziness
•Monitor high-risk activities closely: balance exercises, sit-and-reach depth

Emergency Procedures

STOP command halts all activity immediately; assess situation quickly; provide appropriate first aid for minor injuries (ice, elevation); send responsible student to fetch additional adult support if needed; contact emergency services for serious injuries; ensure remaining students supervised and calm; complete accident report form; inform parents/carers of any injuries