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Lesson 3 - Fitness Testing Basics

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 your personal fitness profile help you become a better athlete and improve your overall health?

Learning Objectives

To accurately measure the components of fitness using standardised testing protocols
To assess personal fitness levels and compare results against normative data
To identify personal fitness strengths and areas requiring improvement
To understand which components of fitness are involved in different sporting performances

Key Outcomes

Students will complete a comprehensive fitness testing circuit measuring grip strength, leg power, stamina and suppleness
Students will accurately record and interpret their fitness test results
Students will identify their personal fitness strengths and create improvement targets for weaker areas
Students will understand the relationship between fitness components and sporting performance

Equipment & Resources Required

Score Sheets

1 per student (30)

Pre-distribute on benches at start of lesson, ensure names are pre-written to save time

Alternative: Tablets with digital recording app, clipboards with pre-printed templates

Pencils

1 per student (30)

Available at each testing station in pots or pencil cases

Alternative: Whiteboard markers if using laminated recording sheets

Hand Grip Dynamometer

4-6 units

Calibrated before lesson, set to zero, stationed at designated grip strength area

Alternative: Grip strength spring devices (less accurate but functional)

Measuring Tapes

4-6 units (5m length minimum)

Secured to floor with tape at standing long jump station, marked at 50cm intervals

Alternative: Metre sticks placed end-to-end for standing long jump

Mats

8-12 mats

4-6 at sit-up station, 4-6 at sit and reach station, clean and dry

Alternative: Yoga mats for individual use

Step Boxes

4-6 units

Positioned on mats, ensure ruler scale is clear and properly aligned

Alternative: Bench with ruler attached, or taped ruler on raised platform

Stopwatch

8-12 units

Set to countdown mode for timed tests, fully charged/batteries checked

Alternative: Smartphone timer apps (if permitted), large countdown timers

Heart Rate Monitor

12.5 (optional)

Distribute during warm-up, check connectivity, use for warm-up intensity monitoring

Alternative: Manual pulse measurement technique (teach carotid or radial pulse)

Speakers

1-2 units

Position centrally, test volume before lesson, prepare upbeat warm-up playlist

Alternative: None needed if using voice projection

Cones

20-30 cones

Mark clear boundaries for each testing station, create rotation pathways

Alternative: Chalk lines, floor tape for marking boundaries

Normative Data Charts

6-8 laminated sheets

Displayed at each station and central area for easy reference during testing

Alternative: Projected on screen, individual reference cards

Cleaning Wipes

2-3 dispensers

Available at grip strength stations for cleaning dynamometer handles between users

Alternative: Spray bottles with sanitiser and paper towels

Key Vocabulary

Grip Strength

The maximum force that can be generated by the hand and forearm muscles when squeezing an object

Leg Strength/Power

The ability to exert maximum force through the legs in a single explosive movement

Stamina (Muscular Endurance)

The ability of muscles to repeatedly contract over extended periods without fatigue

Suppleness/Flexibility

The range of movement possible at a joint or series of joints

Normative Data

Average or typical scores for fitness tests based on age and gender, used for comparison

Personal Fitness Profile

A complete picture of an individual's fitness levels across all components, showing strengths and weaknesses

Improvement Targets

Specific, measurable goals set to enhance fitness in identified weaker areas

Dynamometer

A device used to measure the force of muscular contraction, particularly grip strength

Cardiovascular Endurance

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

Muscular Endurance

The ability of specific muscle groups to perform repeated contractions against resistance over time

Skill Progression Pathway

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

Prior Learning

Understanding of the five components of fitness (stamina, strength, speed, suppleness, skill)
Experience completing Part 1 of fitness testing circuit (previous lesson)
Knowledge of safe warm-up structure including pulse raisers and dynamic stretches
Ability to work cooperatively in pairs for testing and recording

Current Skills

Accurate application of fitness testing protocols for grip strength, leg power, stamina and suppleness
Systematic data recording and interpretation of fitness test results
Comparative analysis of personal results against normative data and peer results
Self-assessment of fitness strengths and identification of improvement areas

Next Steps

Specific focus on stamina development through cardiovascular training
Creating personalised fitness improvement programmes
Understanding training principles (FITT - Frequency, Intensity, Time, Type)
Retesting to measure fitness improvements over time

Milestone Indicators

Can independently set up and complete each fitness test following standardised protocols

Accurately records all measurements within acceptable error margins

Provides specific examples of how fitness components relate to sporting performance

Creates SMART targets for improving identified weaker fitness areas

Key Teaching Points

Fitness testing requires STANDARDISED technique - if technique varies, results are invalid and cannot be compared reliably over time or against normative data
Maximum effort with perfect technique is the goal - sacrificing technique for higher scores leads to invalid results and injury risk
Partnership roles are equally important - accurate recording by Partner B is as crucial as maximal performance by Partner A for valid fitness profiling
Fitness results are personal data for self-improvement, NOT for competitive comparison - create culture where all fitness levels are valued and respected
Normative data provides context, not judgement - below average results simply indicate opportunity for improvement, not personal failure
Fitness profiles should drive SMART goal-setting - specific, measurable, achievable, relevant, time-bound targets based on evidence from test results
Safety is non-negotiable - stop any test immediately if technique becomes unsafe due to fatigue or poor form

Common Misconceptions

Misconception: 'If I try harder by using poor technique, I'll get a better score.' Correction: Poor technique invalidates results AND causes injury - perfect technique with maximum effort is the only acceptable approach.
Misconception: 'Below average results mean I'm unfit and bad at PE.' Correction: Below average simply shows an area to improve - everyone has different strengths, and fitness can be trained and improved significantly.
Misconception: 'The recorder role is less important than performing the test.' Correction: Accurate timing, counting and measuring is ESSENTIAL - without reliable recording, the performer's effort is wasted with invalid data.
Misconception: 'I should compare my results to my friends to see who's best.' Correction: Fitness testing is about YOUR personal profile and improvement - comparing to others misses the point and damages motivation.
Misconception: 'If I'm naturally flexible/strong, I don't need to train that component.' Correction: Even strengths need maintenance, and training all components creates balanced fitness essential for performance and injury prevention.
Misconception: 'Normative data shows what I SHOULD score.' Correction: Normative data shows what's TYPICAL for your age/gender - it's reference information, not a requirement or expectation.
Misconception: 'Bouncing in sit and reach helps me reach further.' Correction: Bouncing is DANGEROUS, can cause muscle tears, and actually produces less accurate flexibility measurement than slow controlled reaching.

SEN Adaptations

ADHD

Break lesson into short, clearly defined sections (maximum 3-4 minutes per activity). Provide immediate feedback and frequent positive reinforcement. Use visual and kinesthetic cues (hand on shoulder to refocus). Allow movement breaks between stations if needed. Assign specific roles with clear responsibilities (you are timer, you are recorder). Use countdown timers visible to create urgency and focus. Minimise waiting time through efficient station rotation. Provide fidget tools during recording/waiting phases. Offer choice within structure: 'Which test do you want to try to improve first?'

dyspraxia

Use larger, easier-to-grip equipment: larger diameter dynamometer handles, tactile measuring tapes with raised numbers. Provide extra practice time at each station (additional 1-2 minutes). Break down tests into smaller steps with demonstration of each part. Allow seated recording (writing on table not clipboard) for stability. Provide recording sheet with larger boxes and simplified layout. Offer verbal recording option (student states results, teacher/buddy writes). Use visual step-by-step guides at each station. Reduce balance demands: hold support during standing long jump takeoff, provide back support during sit-ups. Pair with patient, supportive partner who can provide physical guidance.

autism spectrum

Provide visual schedule showing exact lesson structure and timings. Offer pre-lesson familiarization: visit space, see equipment, practice one test in quiet environment. Use clear, literal language avoiding metaphors. Provide written instructions at each station for reference. Allow use of noise-reducing headphones if sound sensitivity. Create quiet zone for breaks if sensory overload. Use visual timers so student can see time remaining at each station. Provide social story about fitness testing and peer comparison. Allow solo testing if partnership causes anxiety. Prepare for transitions with 30-second warnings.

visual impairment

Use brightly coloured, high-contrast equipment (fluorescent cones, coloured mats). Provide verbal descriptions of all demonstrations with detailed narration. Pair with sighted buddy for movement around stations and result recording. Use tactile markers on equipment (raised bumps on dynamometer dial). Provide large print or braille recording sheets. Use auditory signals for timing (beeper instead of visual timer). Ensure adequate lighting, reduce glare on equipment. Describe normative data charts verbally with specific number reading.

hearing impairment

Use clear visual demonstrations with exaggerated movements. Provide written instruction cards at each station with diagrams. Use visual timers (countdown clocks visible) instead of verbal counting. Establish clear hand signals for start/stop, rotate, and emergency. Position student where they can see teacher's face for lip-reading during instructions. Provide written normative data charts and written fitness profile templates. Pair with signing buddy if applicable. Use visual alerts (light signals) instead of whistle for attention.

physical disability

Offer modified tests: seated grip strength (same test, adapted position), seated reach test (upper body flexibility alternative), modified sit-ups (supported or reduced range), standing long jump adapted to seated medicine ball chest push for power measurement. Reduce number of required tests (complete 2-3 instead of all 4). Extended time allowance (5-6 minutes per station instead of 3). Wheelchair-accessible stations with appropriate equipment height. Provide specialist equipment: adapted dynamometers, raised reach boxes. Peer assistant for physical support during testing and recording.

Cross-Curricular Links

English

Speaking and listening: articulating fitness results and interpretations to partners and groups, explaining reasoning for goal-setting, presenting fitness profiles. Reading comprehension: interpreting normative data charts, following written test protocols, understanding fitness vocabulary. Writing: recording results clearly and legibly, creating written fitness profiles with evidence-based analysis, writing SMART goals with specific detail.

Maths

Data handling: recording results in tables, calculating percentiles and percentile rankings, comparing numerical data between students and against normative standards. Statistics: understanding averages (mean, median) in normative data, interpreting percentile distributions. Measurement: accurate recording in appropriate units (kg for grip strength, cm for sit and reach and standing long jump, repetitions for sit-ups), converting units if necessary, using measuring equipment precisely.

Science

Biology - Human body systems: understanding muscular system (muscular endurance in sit-ups, muscular strength in grip test), skeletal system (role of bones and joints in movement), cardiovascular system (heart rate changes during exercise). Forces: grip strength as force measurement, Newton's laws in standing long jump (action-reaction, force application). Health: benefits of fitness testing for identifying health risks, importance of flexibility for injury prevention, relationship between fitness and overall health outcomes.

ICT

Data management: entering fitness results into digital recording systems/spreadsheets if using technology. Data analysis: using software to create graphs/charts of fitness results, comparing personal data to class averages. Research skills: investigating normative data sources online, researching training methods for fitness improvement, accessing digital fitness resources.

PSHE

Personal development: self-awareness through fitness profiling, identifying personal strengths and areas for growth, setting realistic improvement goals, developing growth mindset. Emotional regulation: managing responses to disappointing results, building resilience, maintaining positive self-talk. Social skills: effective partnership working, supporting others, giving and receiving constructive feedback, celebrating diversity in fitness levels and abilities.

Teacher Guidance

Positioning

Primary position: Central point in sports hall providing 360° visibility of all four testing stations simultaneously. During testing: continuous dynamic circulation between stations in systematic pattern (Station 1→2→3→4→1 repeat) allowing close observation of technique every 60-90 seconds. During demonstrations: elevated position (on bench or slightly raised area) ensuring all students can see clearly. During transitions: positioned at rotation pathways to direct movement and prevent collisions. Key principle: never static - always moving to observe, correct, encourage and maintain safety across all areas.

Observation Focus

Primary focus areas in order of priority: 1) SAFETY - dangerous technique or overexertion requiring immediate intervention, 2) TECHNIQUE ACCURACY - correct form maintained even under fatigue to ensure valid results and prevent injury, 3) PARTNERSHIP QUALITY - recorder timing/measuring/counting accurately and supporting performer effectively, 4) EFFORT LEVELS - genuine maximal effort vs. holding back or dangerous overexertion, 5) RECORDING ACCURACY - results documented correctly in appropriate boxes with units and legibility, 6) EMOTIONAL RESPONSES - resilience, positive mindset vs. distress or negative self-talk requiring support. Use scanning pattern: quick scan of all stations for safety (5 seconds), then focused observation of specific technique at current station (20-30 seconds), then move to next station.

Intervention Points

IMMEDIATE intervention required for: 1) Any dangerous technique (backward falls in long jump, neck pulling in sit-ups, bouncing in sit and reach, bent arm in grip test causing strain), 2) Signs of injury or extreme distress (stop test, assess, apply first aid), 3) Partnership breakdown (competitive pressure, negative comments, inaccurate recording deliberately), 4) Equipment malfunction (stopwatch failure, dynamometer error, mat sliding). PROMPT intervention (within 30 seconds) for: 5) Technique errors reducing validity (bent knees in sit and reach, incomplete sit-up range), 6) Reduced effort without legitimate cause (encourage maximum performance), 7) Recording inaccuracies (check and correct data entry). DELAYED intervention (during breaks or after activity) for: 8) Minor motivation issues, 9) Low-priority technique refinements, 10) Individual learning conversations.

Demonstration Notes

Demonstration principles: 1) VISIBILITY - elevated position, all students positioned at 90° viewing angle to action, check all can see before starting, 2) EXAGGERATION - amplify key technique points (make knee bend obvious, show locked elbow clearly extended), 3) VERBAL NARRATION - describe what you're doing while demonstrating: 'Watch my elbow - locked completely straight', 4) COMMON ERROR CONTRAST - show incorrect technique then correct: 'This is wrong [bent arm], THIS is correct [straight arm]', 5) REPETITION - demonstrate each test minimum twice, once at normal speed, once slowly with narration, 6) STUDENT DEMONSTRATION - use competent student volunteer to model while you narrate and point out key features, 7) CHECKING - ask students to show specific technique point: 'Everyone show me ready position for sit-up... check your partner's hand position'.

Verbal Cues

•Grip Strength: Say: 'Elbow locked straight!', 'Squeeze like you're crushing a can!', 'Arm down by your side - don't lift it!', 'Three seconds... two... one... relax!'
•Standing Long Jump: Say: 'Swing those arms back first!', 'Explode through your legs!', 'Land on BOTH feet together!', 'Soft knees on landing - absorb the impact!'
•Sit-ups: Say: 'Hands stay on temples - don't pull!', 'Elbows must touch knees!', 'Shoulders all the way down to the mat!', 'Keep going - 10 seconds left!'
•Sit and Reach: Say: 'Slow and controlled - no bouncing!', 'Keep those knees straight!', 'Reach forward gently - feel the stretch!', 'Hold it... two seconds... and relax!'
•General Encouragement: Say: 'Maximum effort - this is YOUR test!', 'Perfect technique - keep it up!', 'Partner, count loudly so they can hear!', 'Amazing resilience - you're working so hard!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 25m x 15m (full sports hall or gymnasium) to accommodate four distinct testing station areas with adequate spacing. Minimum 3m clearance between stations to prevent interference and collision risk during simultaneous testing. 2m safety zone behind standing long jump landing areas. Clear pathways for rotation between stations marked with cones/floor tape.

Surface Check

Clean, dry, non-slip surface essential - check for water spillage, dust or debris before lesson. Mats positioned securely on stable floor surface without slipping risk for sit-up and sit and reach tests. Standing long jump area: ensure floor provides adequate grip for takeoff and safe landing. Any damaged floor areas (cracks, uneven sections) marked off and avoided.

Equipment Safety

Safety Checks

•Hand grip dynamometers: check calibration before lesson, ensure handles move freely without sticking, sanitize between users
•Measuring tapes: secured firmly to floor with sports tape, no loose edges causing trip hazard, measurements clearly visible
•Mats: adequate padding (minimum 32mm thickness), no tears or holes, stacked safely when not in use, positioned flat without bunching
•Sit and reach boxes: stable base, no splinters or sharp edges, ruler/measurement scale securely attached, positioned on mat to prevent sliding
•Stopwatches: fully functional and charged, backup timers available if digital devices fail
•Cones/markers: stable position, no sharp edges, bright colours for visibility, positioned to mark boundaries not create obstacles in movement areas

Risk Management

Key Risks

•Muscular strain from maximal effort tests without adequate warm-up - risk level: medium
•Collisions between students during station rotations or testing - risk level: medium
•Falls during standing long jump landing, particularly backward falls - risk level: medium-high
•Overstretching injury during sit and reach test if bouncing or forcing stretch - risk level: medium
•Lower back strain during sit-up test with poor technique (pulling on neck/head) - risk level: medium
•Grip strength equipment: finger/hand strain if attempting excessive force beyond capability - risk level: low-medium
•Emotional distress from disappointing results or peer comparison - risk level: low-medium
•Overexertion: students pushing beyond safe limits to achieve better scores - risk level: medium

Risk Mitigation

•Mandatory 10-minute comprehensive warm-up including pulse raiser and dynamic stretches targeting all muscle groups used in testing
•Clear rotation protocols established with directional markers and controlled transition timing (30-60 seconds) to prevent rushing/collisions
•Standing long jump: landing mats positioned, technique instruction emphasises controlled landing on both feet, 2m clear space behind landing zone
•Sit and reach: explicit instruction NO BOUNCING, partner monitors knee position, slow controlled reaching only, stop immediately if pain
•Sit-up technique demonstration emphasises hands on temples (not behind head), partner holds feet gently, stop if lower back pain occurs
•Grip strength: instruction on maximal safe effort (squeeze hard but stop if pain), 3-second limit on squeeze duration prevents overexertion
•Emotional safety: establish culture that all fitness levels are valued, results are personal not for comparison, private result sharing optional
•Overexertion monitoring: teacher watches for excessive fatigue signs (extreme breathlessness, dizziness, unusual distress), enforced rest/water breaks if needed
•Progressive testing: practice attempts before maximal efforts allows technique mastery and reduces injury risk from poor form under pressure

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally during testing circuit with 360° visibility of all four station areas simultaneously
•Continuous circulation pattern between stations (not static observation) allowing close monitoring of technique at each station every 60-90 seconds
•Particular attention to standing long jump station during landing phase - position to intervene quickly if dangerous landing observed
•Monitor sit and reach station for bouncing movements - immediate correction if observed
•Watch grip strength station for over-squeezing or improper arm position compromising safety
•Observe partnerships for supportive dynamics - intervene if competitive pressure or negative comments detected
•Identify students showing signs of overexertion (excessive fatigue, distress) - enforce rest periods and monitor closely
•Position near rotation pathways during transitions to manage movement and prevent collisions

Emergency Procedures

STOP protocol: 1) Immediate cessation of all testing if injury occurs - blow whistle, shout 'STOP AND FREEZE', 2) Assess injured student - do not move if serious injury suspected, provide reassurance and comfort, 3) Send reliable student to summon first aider/office support, 4) Apply appropriate first aid within competence (ice for strains, elevation for sprains, basic wound care), 5) Rest of class moved to safe area under supervision (seated in central area), 6) Accident recorded in school system, parents informed if necessary, 7) Resume lesson only when safe to do so or adapt activities to maintain supervision. Emergency contact and first aid kit locations known before lesson begins.