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Lesson 2 - Endurance & Core Strength

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 measure and improve our cardiovascular fitness and core strength to maintain healthy, active lifestyles?

Learning Objectives

Understand the importance of warming up prior to exercise and sustaining performance over periods of time
Develop cardiovascular endurance through the Cooper Run fitness test
Build core strength through circuit training exercises

Key Outcomes

Students will complete a full 12-minute Cooper Run whilst maintaining appropriate pacing
Students will perform core strengthening exercises with correct technique
Students will provide constructive peer feedback and recognise success in themselves and others

Equipment & Resources Required

Outdoor Space

1 area (minimum 50m x 30m)

Mark out circuit with clear visible boundaries for Cooper Run

Alternative: Playground, field, or maximum available hall space

Cones

20-30

Create large circuit perimeter and mark starting points at intervals

Alternative: Markers, spots, or chalk lines

Stopwatch

1-2

Ensure visible to all participants and audible signal available

Alternative: Phone timer, classroom clock with second hand

Score Sheets

1 per student

Prepare sheets with student names and lap counting columns

Alternative: Whiteboard, clipboard with class list, digital recording device

Exercise mats

1 per 2 students (15 total)

Distribute around circuit stations for floor exercises

Alternative: Towels, flat grass area for outdoor work

Music Player

Queue upbeat music for circuit section, test volume beforehand

Alternative: Phone speaker, portable speaker

Balls

8-10

Place at twist exercise station, check weight appropriate for Year 7

Alternative: Footballs, basketballs, weighted bags

Team Tokens

30 per station

Place collection point for each starting position on circuit

Alternative: Beads, counters, tally marks on whiteboard

Key Vocabulary

Cooper Run

A 12-minute endurance fitness test where participants run as far as possible to measure cardiovascular fitness

Stamina

The ability to sustain prolonged physical effort and resist fatigue

Endurance

The capacity of muscles or the cardiovascular system to work continuously for extended periods

Pacing

Distributing your energy evenly throughout an activity to avoid early fatigue

Core muscles

The muscles of the abdomen, lower back and pelvis that stabilise the body during movement

Peer feedback

Constructive comments and observations given by classmates to help improve performance

Cardiovascular fitness

The ability of the heart and lungs to supply oxygen to working muscles during sustained exercise

Circuit training

A series of exercises performed in rotation with minimal rest between stations

Skill Progression Pathway

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

Prior Learning

Basic understanding of cardiovascular exercise from Year 6
Experience with simple core exercises like sit-ups
Ability to work safely with a partner
Understanding of the importance of warming up

Current Skills

Sustained cardiovascular endurance over 12 minutes
Correct technique in multiple core strengthening exercises
Self-pacing strategies for endurance activities
Providing constructive peer feedback during exercise

Next Steps

Developing personalised fitness training programmes
Understanding heart rate zones and training intensity
Advanced core stability exercises
Setting and monitoring fitness goals over time

Milestone Indicators

Maintains consistent running pace for 10+ minutes

Demonstrates plank position for 30+ seconds with correct form

Provides specific, actionable feedback to peers

Shows understanding of the relationship between warm-up and performance

Key Teaching Points

Pacing is crucial for endurance activities - starting too fast leads to early fatigue; maintaining steady, sustainable pace maximises distance covered
Core muscles (abdominals, obliques, lower back) provide stability for all movement and sport performance - strong core improves athletic ability
Differentiate between productive fatigue (muscles working hard) and pain (signal to stop) - encourage students to recognise the difference
Quality peer feedback is specific and constructive - teach students to observe technique details and articulate observations clearly
Warm-up prepares body physiologically (increases heart rate, muscle temperature, flexibility) and psychologically (focus, readiness) for exercise
Cardiovascular fitness develops over time with consistent training - today's Cooper Run score is a baseline for measuring future improvement
Self-assessment and reflection are critical for personal development - honest evaluation of performance drives goal-setting and progress

Common Misconceptions

Misconception: 'Fitness tests are races against classmates.' Reality: Cooper Run measures individual cardiovascular fitness against personal baseline, not competition with others. Correction: Consistently reinforce 'you versus the clock' mindset.
Misconception: 'If I can't do many sit-ups, I'm not good at PE.' Reality: Fitness is trainable - current level is starting point not ceiling. Correction: Emphasise growth mindset and personal improvement over time.
Misconception: 'Stretching before exercise prevents injury.' Reality: Dynamic warm-up is most effective pre-exercise; static stretching is for cool-down. Correction: Explain difference between warm-up (dynamic, prepares body) and cool-down (static, aids recovery).
Misconception: 'Core exercises only make you better at sit-ups.' Reality: Core strength transfers to all sports and daily activities (stability, posture, power transfer). Correction: Explicitly link core work to running, throwing, jumping, balance in various sports.
Misconception: 'Feeling tired means I should stop exercising.' Reality: Productive fatigue is normal and beneficial; pain is the stop signal. Correction: Teach students to distinguish between challenge (keep going) and pain (stop immediately).
Misconception: 'Holding breath makes exercises easier.' Reality: Breathing delivers oxygen to working muscles - holding breath reduces performance and increases injury risk. Correction: Teach breathing patterns for each exercise and monitor throughout.

SEN Adaptations

ADHD

Break lesson into short, varied sections (done), provide regular positive feedback, use high-energy music during circuit for focus, offer fidget tools during instruction time, position near teacher during demonstrations, give responsibility roles (time keeper, equipment monitor), celebrate small achievements frequently.

dyspraxia

Allow extra practice time for core exercises before circuit begins, use larger/lighter equipment (bigger softer balls for twists), reduce complexity of movements (fewer steps in sequence), provide wall support for balance exercises, increase rest time between stations, use visual guides for exercise technique (pictures at stations).

autism spectrum

Provide visual schedule showing lesson structure and timings, give advance notice of transitions between sections, offer quiet zone if sensory overload occurs, use clear, literal language (avoid idioms), maintain consistent routines, allow sensory breaks if needed, prepare for fitness test in advance (show circuit, explain process).

visual impairment

Use brightly coloured cones for circuit boundaries, provide verbal cues for all time updates and instructions, assign sighted buddy to run alongside during Cooper Run, use textured mats to identify station positions, provide verbal descriptions of all demonstrations.

hearing impairment

Use clear visual demonstrations for all exercises, provide written instructions on cards at each circuit station, use visual timer (countdown clock) for Cooper Run, establish visual signals for stop/start/rotate, ensure student positioned to see teacher's face for lip-reading during instructions.

physical disability

Modify Cooper Run: wheelchair users complete circuit at their pace or use hand-cycle, measure distance/time achieved as personal baseline. Core circuit: seated versions of all exercises (seated twists, wheelchair leg raises, adapted planks on table). Adjust expectations to individual capability, focus on personal improvement.

Cross-Curricular Links

Maths

Recording and analysing Cooper Run lap data, calculating total distance covered (laps × circuit length), creating graphs of class results, understanding percentages of improvement over time, measuring angles in exercise positions (90-degree knee bends), timing circuits in minutes and seconds.

Science

Cardiovascular system function during exercise (heart rate, oxygen transport, blood flow), muscular system responses to exercise, understanding stamina and endurance physiologically, energy systems (aerobic vs anaerobic), recovery processes and cool-down importance, body temperature regulation during sustained activity.

Geography

Spatial awareness and navigation around circuit course, understanding directions (clockwise movement), mapping circuit layouts, measuring distances and perimeters of running areas.

PSHE

Resilience and mental toughness during challenging activities, growth mindset (viewing current fitness as starting point not limitation), providing constructive peer feedback, recognising success in self and others, managing emotions when faced with difficulty, understanding personal health and fitness responsibility.

Teacher Guidance

Positioning

During Cooper Run: position centrally with clear sightlines to entire circuit, moving slowly to observe all students. During circuit: circulate continuously between stations, spending 20-30 seconds at each to monitor technique and provide feedback. During cool-down: central position for demonstrations and visibility.

Observation Focus

Cooper Run: watch pacing strategy, signs of fatigue versus distress, token collection accuracy, safety awareness (avoiding collisions). Circuit: technique correctness at each station, partner feedback quality, appropriate challenge level, signs of over-exertion. Throughout: engagement, effort, resilience, peer interaction quality.

Intervention Points

Intervene immediately if: unsafe technique (particularly neck/back strain in core work), signs of distress (not just fatigue), negative peer interactions, student attempting unsafe advanced variations, poor pacing leading to early exhaustion in Cooper Run. Positive interventions: praise excellent technique publicly, redirect focus when concentration drops, encourage those struggling.

Demonstration Notes

All demonstrations should be performed with exaggerated clarity. For core exercises: demonstrate from side angle so body alignment visible, narrate key points during demonstration ('see my elbows under shoulders'), show both correct form AND common mistakes then correct them. Use students with excellent technique to demonstrate when identified. For Cooper Run pacing: physically demonstrate three running speeds to show contrast.

Verbal Cues

•'Steady pace - you've got time, don't sprint!'
•'Squeeze that core tight - strong and stable!'
•'Breathe - in through nose, out through mouth'
•'Quality over quantity - perfect technique is more important than speed'
•'If you feel pain, stop. If you feel tired, that's okay - push through safely'
•'Watch your partner's technique - give them specific feedback'
•'This should feel challenging - that's how we improve!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area or sports hall minimum 50m x 30m for Cooper Run circuit. Additional space for core circuit stations with minimum 3m between stations. Clear boundaries marked with cones.

Surface Check

Even, dry surface free from potholes, debris, or trip hazards. Suitable for sustained running (grass, tarmac, or sports hall floor). Mats checked for cleanliness and stability during floor exercises.

Equipment Safety

Safety Checks

•Cones positioned securely with no sharp edges, not creating trip hazards
•Mats non-slip and positioned on stable surface
•Medicine balls/equipment checked for appropriate weight (2-3kg max for Year 7)
•Stopwatch/timer functioning correctly for accurate timing
•First aid kit accessible throughout lesson

Risk Management

Key Risks

•Cardiovascular over-exertion during 12-minute sustained run
•Collisions during Cooper Run if students bunched together
•Core exercise injuries from incorrect technique (neck strain, lower back injury)
•Dehydration during sustained physical activity
•Asthma attacks or existing medical conditions triggered by intense exercise

Risk Mitigation

•Thorough warm-up including cardiovascular preparation and dynamic stretching
•Staggered starting positions around circuit to prevent congestion
•Clear instruction on pacing strategy to avoid over-exertion
•Continuous monitoring during Cooper Run with clear stop signals if needed
•Demonstration of correct technique for all core exercises before circuit begins
•Partner observation system to monitor technique and provide feedback
•Clear distinction between fatigue (acceptable) and pain (stop immediately)
•Water breaks permitted throughout, mandatory after Cooper Run
•Knowledge of students with medical conditions (asthma, heart conditions, etc.)
•Gradual cool-down to safely reduce heart rate post-exercise

Supervision & Emergency Procedures

Supervision Points

•Position centrally during Cooper Run for visibility of entire circuit
•Circulate continuously during core circuit to monitor all stations
•Watch for signs of distress: extreme breathlessness, chest pain, dizziness, unusual pallor
•Monitor technique particularly at plank, sit-up, and leg raise stations (neck/back injury risk)
•Ensure partner system functioning - one observing while one exercises
•Check transition times are safe - no rushing between stations

Emergency Procedures

Stop signal (whistle or loud 'STOP') will halt all activity immediately. Student in distress: stop activity, assess condition, provide appropriate first aid, alert senior staff/emergency services if needed. Asthma attacks: student's inhaler accessed immediately from medical area. All staff aware of medical conditions and emergency protocols.