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Lesson 6 - Circuit Training Assessment

Fitness Assessment & Analysis

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Year 7

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Health Related Fitness

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Big Question

How can we design and evaluate effective sport-specific training circuits that improve our fitness and performance?

Learning Objectives

To describe how to perform a number of sport-specific core skills in a Health Related Fitness circuit with correct terminology
To perform a number of core skills in Health Related Fitness using the correct technique and appropriate intensity
To analyse self or peer performance against assessment criteria and provide constructive feedback

Key Outcomes

Students will successfully complete a student-designed circuit with proper technique and safety awareness
Students will accurately assess their own and peers' performance using the assessment matrix
Students will understand how to adapt circuit training for different sports and ability levels

Equipment & Resources Required

Score Sheets

1 per student (30)

Pre-printed on clipboards, distributed before circuit begins

Alternative: Tablets or smartphones with digital recording apps

Pencils

1 per student (30)

Attached to clipboards with string to prevent loss

Alternative: Digital styluses for tablet recording

Heart Rate Monitor

1 per student (30) or 1 per pair (15)

Pre-distributed with batteries checked, students fitted before warm-up

Alternative: Manual pulse-taking method, perceived exertion scale

Speakers

1-2 depending on hall size

Positioned centrally for even sound distribution, music playlist prepared

Alternative: Whistle for timing signals

PE Equipment

Depends on circuit: resistance bands, skipping ropes, step boxes, mats, medicine balls, agility ladders

Set up according to selected student's circuit plan before lesson, clearly labelled stations

Alternative: Bodyweight alternatives for equipment-free options

Cones

20-30

Mark station boundaries and movement patterns clearly

Alternative: Markers, spots, or chalk lines

Balls

10-15 (type depends on circuit design)

Inflated correctly, distributed to relevant stations

Alternative: Bean bags, medicine balls, or other throwing objects

Bibs

22.5 (range)

Used for team identification if circuit involves partner work

Alternative: Team bands or coloured spots

Assessment Matrices

1 per student (30) plus teacher copies

Printed with clear criteria, distributed during plenary section

Alternative: Digital assessment forms on tablets

Stopwatch

1 (teacher's phone acceptable)

Pre-programmed with work/rest intervals for circuit

Alternative: Interval timer app with audio signals

Key Vocabulary

Sport-specific training

Training exercises and drills that closely match the movements, energy systems, and skills required in a particular sport

Circuit design

The process of planning a series of exercise stations that target different muscle groups or fitness components in sequence

Technique

The correct form and movement pattern when performing an exercise to maximise effectiveness and minimise injury risk

Assessment criteria

Specific, measurable standards used to evaluate the quality of performance or understanding

Performance analysis

The systematic observation and evaluation of technique, effort, and results during physical activity

Training principles

Fundamental rules that guide effective training programme design (e.g., progression, overload, specificity, reversibility)

Peer coaching

When students provide guidance, feedback, and encouragement to classmates during practice or performance

Self-evaluation

The process of honestly assessing your own performance against set criteria to identify strengths and areas for development

Progression

Gradually increasing the difficulty, intensity, or complexity of training over time to continue improving fitness

Training adaptation

Modifications made to exercises or training sessions to suit different abilities, injuries, or specific goals

Skill Progression Pathway

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

Prior Learning

Understanding of the five components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition)
Experience performing standard fitness tests (e.g., bleep test, sit-and-reach, press-up test)
Knowledge of basic exercise techniques and safety procedures
Understanding of warm-up and cool-down principles

Current Skills

Designing sport-specific circuit training sessions
Performing exercises with correct technique under pressure
Using assessment criteria to evaluate performance objectively
Applying training principles (progression, overload, specificity) to circuit design
Providing and receiving constructive peer feedback

Next Steps

Creating personalised training programmes for specific fitness goals
Understanding periodisation and training cycles
Advanced training methods (interval training, plyometrics, resistance training)
Long-term fitness planning and goal setting

Milestone Indicators

Can perform all circuit exercises with correct technique for full work period

Provides specific, actionable feedback to peers using technical language

Demonstrates understanding of training principles in circuit design

Shows improvement in fitness test scores from earlier in the unit

Can justify exercise selection for specific sports or positions

Key Teaching Points

Safety is always the first priority - continuously monitor technique and stop unsafe practices immediately before injury occurs
Technique should always be prioritised over speed or repetition count - '10 perfect reps are better than 30 messy ones'
Circuit training is highly adaptable - use differentiation extensively to ensure all students experience appropriate challenge and success
Assessment should be honest, growth-focused, and cover all three domains (Head, Hands, Heart) - this develops well-rounded PE learners
Training principles (specificity, progression, overload) should be explicitly taught and connected to practical circuit experience
Student voice and leadership develop confidence and deepen understanding - utilise student-designed circuit and student-led warm-up/cool-down
Peer assessment builds evaluation skills and community - but must be carefully facilitated to remain constructive and kind
This final unit lesson should celebrate learning progress while formally assessing achievement across the six-week unit
Connection to real-world athletic training makes content relevant and engaging for Year 7 students
Cool-down is essential, not optional - teaches recovery principles and prevents negative post-exercise effects
Encourage intrinsic motivation through personal goal-setting and improvement tracking rather than competition with others
Use extensive modelling and think-aloud to make invisible thought processes (self-evaluation, training planning) visible to students
Recording performance data teaches numeracy and provides concrete evidence of progress over time
The assessment matrix structure (Head/Hands/Heart with four levels) provides clear, comprehensive framework that students can understand and use
Circuit training transfers well to students' independent fitness and sport training - emphasise lifelong learning and application beyond PE lessons

Common Misconceptions

MISCONCEPTION: 'More is always better' - students may think maximum repetitions at any cost is the goal. CORRECTION: Emphasise that quality technique with appropriate challenge is better than maximum quantity with poor form. Say: 'I'd rather see you do 15 perfect press-ups than 30 where your technique breaks down - quality over quantity always!'
MISCONCEPTION: 'Circuit training is only for general fitness, not sport-specific.' CORRECTION: Explain and demonstrate how circuits can be highly sport-specific by choosing exercises that match sport demands. Say: 'A footballer's circuit might include shuttle runs and ball work, while a swimmer's circuit might focus on upper body strength and core stability - circuits can be designed for any sport!'
MISCONCEPTION: 'Assessment is about getting the highest level, not honest reflection.' CORRECTION: Create culture where all levels are acceptable and valued - focus is on accurate self-awareness for growth. Say: 'Being at Emerging level in some areas is perfectly fine - it tells you where to focus your improvement efforts. Honesty is more valuable than inflated scores.'
MISCONCEPTION: 'If it doesn't hurt, it's not working.' CORRECTION: Distinguish between appropriate challenge (burning muscles, heavy breathing) and pain (sharp, joint pain, excessive distress). Say: 'Your muscles should feel challenged and burning - that's lactic acid, which is normal. But sharp pain or joint pain means stop immediately. Challenge yes, pain no!'
MISCONCEPTION: 'Training principles are just theory, not relevant to practical exercise.' CORRECTION: Explicitly connect every practical element to training principles throughout lesson. Say: 'When we increased the work time from 45 to 60 seconds in round two, we applied the principle of progressive overload - see how theory directly shapes practice?'
MISCONCEPTION: 'Cool-down is wasting time that could be used for more activity.' CORRECTION: Explain physiological and safety reasons for cool-down clearly. Say: 'Cool-down isn't optional - it prevents dizziness by keeping blood moving, reduces muscle soreness for tomorrow, and is what every athlete does. It's essential training, not wasted time.'
MISCONCEPTION: 'Fitness tests and assessments are just for grading, not for learning.' CORRECTION: Emphasise that testing tracks progress, informs training, and builds self-knowledge. Say: 'Testing yourself regularly shows whether your training is working and helps you set new goals - athletes test constantly. This isn't about grades, it's about understanding your body and progress.'

SEN Adaptations

ADHD

Break activities into shorter intervals with clear start and end points; provide frequent positive feedback to maintain engagement; allow movement breaks if needed (ADHD students often perform well in high-activity lessons like this); use visual and auditory signals together for transitions; position near teacher during instruction phases; offer specific role or responsibility to maintain focus (demonstrator, counter, equipment organiser); keep instructions brief and check understanding individually; celebrate sustained effort and task completion

dyspraxia

Demonstrate exercises multiple times and break into small, sequential steps; allow extra practice time to develop motor patterns; use larger, easier-to-control equipment initially (bigger balls, lighter weights); reduce complexity of movements - simpler versions of exercises; provide visual or physical guides for positioning (markers on floor for foot placement); pair with patient, supportive partner; celebrate improvement in coordination and control rather than speed or repetitions; allow extra time for recording scores (may have difficulty with fine motor control for writing)

autism spectrum

Provide visual schedule showing lesson structure and timing in advance; give warning before transitions ('In 1 minute we will move to the next station'); keep instructions clear, concrete, and sequential; minimise sensory overload - offer option to work in quieter area if hall is overwhelming; allow use of headphones during independent work if auditory sensitivity is an issue; provide clear, predictable routines for rotation and assessment; use consistent language and structure throughout; offer role of timekeeper or equipment manager if this provides helpful focus

visual impairment

Use brightly coloured equipment for visibility; provide clear verbal descriptions of all exercises and spatial arrangements; pair with sighted buddy for navigation between stations; offer tactile demonstration where appropriate (guide through movement pattern); use high-contrast station number cards; position near teacher for easier hearing of instructions; allow extra time to familiarize with circuit layout before starting

hearing impairment

Ensure student can see your face clearly during all instructions for lip-reading; use visual demonstrations extensively rather than just verbal; provide written instruction cards at each circuit station with pictures/diagrams; use visual timer rather than just audio signals; pair with supportive partner who can relay important information; use hand signals for timing (thumbs up for go, flat hand for stop, pointing for rotation); position where they can see you and the timer throughout circuit

physical disability

Adapt exercises to seated or supported versions as needed (e.g., seated press-ups against wall, seated arm exercises); reduce range of motion requirements while maintaining challenge appropriate to ability; allow use of mobility aids and ensure circuit layout accommodates wheelchair access if applicable; provide additional rest time between stations if fatigue is quicker; celebrate effort and personal improvement rather than comparison to able-bodied norms; consult with student about what modifications would help them participate fully and safely

Cross-Curricular Links

English

Using precise technical vocabulary when discussing fitness concepts and exercise techniques; providing clear verbal feedback during peer assessment; articulating explanations of training principles; listening skills during instructions and peer discussions; writing clear exercise descriptions in circuit design homework; presenting ideas confidently when leading warm-up or explaining circuit design

Maths

Recording and analysing performance data (counting repetitions, calculating improvements, working with time intervals); using percentages to calculate improvement from circuit one to circuit two; understanding work:rest ratios (e.g., 45 seconds:15 seconds = 3:1 ratio); measuring heart rate and calculating intensity zones; creating graphs to display fitness test results over time; calculating average class scores

Science

Understanding cardiovascular system response to exercise (heart rate increases, breathing rate increases); muscle function - how muscles contract and fatigue during circuit work; energy systems used during high-intensity interval training; principles of adaptation - how body responds to training stimulus; effects of lactic acid buildup during intense exercise; understanding flexibility and joint range of motion; recovery processes during cool-down and rest periods

Geography

Understanding spatial awareness during warm-up movements and circuit rotations; following directional instructions (clockwise rotation, perimeter laps); using positional language (between stations, behind, in front of); mapping circuit layouts and station positions; awareness of personal space and proximity to others for safety

PSHE

Developing resilience and growth mindset when activities are challenging; teamwork and cooperation during partner work and peer assessment; honest self-evaluation demonstrating integrity and self-awareness; providing constructive feedback to peers with kindness and respect; setting personal goals for fitness improvement; understanding importance of physical activity for mental and physical health; respecting individual differences in ability levels and body types

Teacher Guidance

Positioning

Position yourself centrally during circuit work where you can observe multiple stations simultaneously - typically middle of the hall rotating slowly to maintain visual contact with all students; during demonstrations position at front of group with clear sightlines for all students; during warm-up and cool-down move to position where you can demonstrate and observe all students' technique

Observation Focus

Watch for: 1) Correct exercise technique, particularly spinal alignment, joint positions, and controlled movement; 2) Appropriate work intensity - students should be challenged but not dangerously over-exerted; 3) Safety practices - adequate spacing, controlled movements, no dangerous improvisation; 4) Engagement and effort levels - identify those coasting or struggling; 5) Social interactions - positive encouragement versus negative comments; 6) Signs of distress or medical issues requiring intervention

Intervention Points

Intervene immediately if: unsafe technique that could cause injury (stop individual and correct); collision risk observed (adjust spacing or redirect movement); student appears unwell or over-exerted (pause them, provide rest and water, assess); equipment becomes unsafe (broken or damaged - remove from use); negative social interaction (bullying, unkind comments - address firmly and privately); student disengaged or off-task (redirect with purpose and expectation). Intervene supportively if: technique is imperfect but not dangerous (provide coaching point to improve); effort level is below capability (encourage push); modification would benefit student (offer easier or harder version)

Demonstration Notes

Always demonstrate exercises with exaggerated, clear form so technique is highly visible from all angles; use side profiles for movements where body alignment is critical (lunges, press-ups); demonstrate both correct and (briefly, carefully) incorrect form to highlight differences; use confident, positive tone when demonstrating - enthusiasm is contagious; involve student demonstrators when they show excellent technique (builds confidence and provides peer role models); break complex movements down into component parts; demonstrate modifications for support and extension levels; narrate while demonstrating: 'Notice how my back stays straight... see how my knee stays behind my toes... watch my breathing pattern...'

Verbal Cues

•'Soft touches!' when ball control is too forceful
•'Find space!' when students cluster together
•'Stay tall!' to encourage upright posture during exercises
•'Control the movement!' when exercises become rushed or sloppy
•'Breathe!' when students appear to be holding breath during exertion
•'Core tight!' to remind of core engagement during planks, press-ups, etc.
•'Full range!' when exercises are only partial movements
•'Knees behind toes!' during squats and lunges to protect knee joints
•'10 seconds left - finish strong!' to encourage sustained effort
•'Technique first, speed second!' to prioritise form over pace

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall (minimum 25m x 15m) with adequate space for 6-8 circuit stations plus movement between them; 3-4 metres minimum spacing between stations to prevent collisions and allow safe movement; clear perimeter for warm-up activities and cool-down laps

Surface Check

Dry, even, non-slip sports hall floor free from hazards, water spillages, or debris; check before lesson begins and monitor throughout; clean floor surface suitable for seated cool-down stretches; adequate grip for dynamic movements without excessive friction

Equipment Safety

Safety Checks

•All circuit equipment safety-checked before lesson: balls properly inflated, mats secure and non-slip, resistance bands have no tears or damage, step boxes stable and appropriate height for Year 7
•Equipment appropriate for Year 7 ability and size: lighter weights if used, age-appropriate ball sizes, adjustable equipment set correctly
•Adequate quantity of equipment to avoid sharing that could cause delays or unsafe rushing
•Equipment positioned securely at each station - no trip hazards from trailing cables, loose balls rolling into walkways
•First aid kit visible, accessible, and fully stocked; teacher knows location and contents

Risk Management

Key Risks

•Cardiovascular over-exertion during high-intensity circuit work - particularly in unfit students
•Muscle strains from insufficient warm-up or poor technique during exercises
•Collisions between students moving between stations or during warm-up activities
•Falls or slips on smooth floor, especially if perspiration causes wet patches
•Impact injuries from thrown/dropped balls or equipment
•Technique breakdown under fatigue leading to joint stress or muscle injury
•Dehydration during prolonged vigourous activity
•Pre-existing medical conditions (asthma, diabetes, heart conditions) exacerbated by exercise

Risk Mitigation

•Thorough dynamic warm-up (10 minutes) progressively increases heart rate and prepares muscles and joints
•Clear demonstrations of correct technique for every exercise before circuit begins, with emphasis on safety points
•Continuous circulation and observation by teacher during circuit with immediate intervention if unsafe practice observed
•Clear boundaries and rotation patterns established to prevent collision risks during transitions
•Adequate spacing between stations enforced and monitored throughout
•Progressive intensity approach - first circuit familiarization, second circuit higher effort
•Regular time checks and encouragement to help students pace effort appropriately
•Water breaks allowed and encouraged - water bottles accessible throughout
•Medical information for all students known to teacher - awareness of asthma, diabetes, allergies, injuries, etc.
•Differentiation and modifications offered proactively for those struggling or at risk
•Immediate stop protocol if anyone appears unwell - pale, dizzy, breathless beyond normal exercise levels
•Proper cool-down ensures safe return to resting state, preventing dizziness or blood pooling

Supervision & Emergency Procedures

Supervision Points

•Teacher positions centrally during circuit with rotating observation pattern to view all stations regularly
•Maintain 360-degree awareness - never turn back on significant portion of class for extended period
•Particular attention to high-risk stations (jumping, complex movements, equipment that could cause impact)
•Monitor individual students known to have medical conditions or lower fitness levels more frequently
•Watch for signs of over-exertion: excessive breathlessness, inability to speak, very flushed or pale faces, dizziness, complaints of chest pain or nausea - intervene immediately
•Ensure peer assessment and discussion phases maintain respectful, supportive atmosphere - emotional safety is also important
•Position during warm-up and cool-down where all students visible and you can demonstrate clearly

Emergency Procedures

STOP signal (whistle or shout 'FREEZE') immediately halts all activity if serious safety concern arises; assess situation quickly; provide appropriate first aid for injuries (ice for impact injuries, recovery position if unconscious, asthma inhaler if breathing difficulty); send reliable student to office for additional help/call emergency services if needed; keep injured student comfortable and calm; keep rest of class calm and purposefully occupied; complete accident report form after lesson; contact parents/guardians if injury requires medical attention; know location of nearest phone, first aid kit, asthma inhalers, epi-pens for students with allergies