Lesson 5 - Sport-Specific Training
Fitness Assessment & Analysis
•Year 7
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we design training programmes that prepare us perfectly for our favourite sports?
Learning Objectives
- To know how to adapt training methods to suit the specific needs of a sport or position
- To combine a range of training methods to develop general fitness
- To understand and appreciate the need to make decisions about participation in fitness
Key Outcomes
- Students will successfully complete a sport-specific circuit training session with appropriate technique
- Students will explain how different training methods target different components of fitness
- Students will design a personalised circuit training session for their chosen sport
- Students will demonstrate understanding of overload and progression principles
Equipment & Resources Required
Pre-printed with circuit station names and score columns, distributed at start of main activity
Alternative: Clipboards with paper, or digital recording via tablets
Placed with recording sheets
Alternative: Dry-wipe markers if using laminated sheets
Pre-charged, distributed at warm-up, collected after cool-down
Alternative: Manual pulse checking using fingers on wrist or neck
Connected to timing device or music player for 30-second intervals
Alternative: Whistle for timing signals
Size 4 or 5, inflated correctly, placed at relevant circuit stations
Alternative: Use any available balls for dribbling/control stations
Used to mark circuit stations, boundaries, and dribbling courses
Alternative: Markers, spots, or chalk lines
If needed to identify pairs
Alternative: Not essential for this lesson
For teacher and assistants to monitor 30-second work/rest intervals
Alternative: Mobile phone timers, wall clock
Station 1: Cones for shuttle runs; Station 2: Footballs; Station 3: Mats for press-ups; Station 4: Cones for dribbling; Station 5: Space for burpees; Station 6: Resistance bands or own body weight; Station 7: Balls for passing; Station 8: Cones for agility ladder or hopscotch grid
Alternative: See individual station descriptions below
For press-ups, planks, and stretching stations
Alternative: Towels or designated floor areas
Light to medium resistance for upper body work
Alternative: Bodyweight exercises only
Key Vocabulary
A training method involving a series of exercises performed at different stations with minimal rest between each
Exercise performed at a steady pace for an extended period without rest, such as jogging or cycling
A Swedish term meaning 'speed play' - training that combines continuous exercise with intervals of higher intensity
Periods of high-intensity exercise alternated with periods of rest or low-intensity exercise
Exercise that uses resistance to build muscular strength and endurance, such as weights or bodyweight exercises
Working the body harder than normal to create adaptation and improvement
Gradually increasing the difficulty of training over time to continue improvement
Training designed to improve fitness for the particular demands of a specific sport or position
How the body changes and improves in response to training
A device worn during exercise to measure how many times your heart beats per minute
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 completing fitness tests and recording results
- Basic understanding of heart rate and exercise intensity
- Safe exercise technique and warm-up procedures
Current Skills
- Applying training methods to improve fitness components
- Performing circuit training with sport-specific stations
- Understanding overload and progression principles
- Designing personalised training programmes
- Self-monitoring performance and recording results
Next Steps
- Creating comprehensive training programmes for specific sports
- Understanding periodisation and training cycles
- Applying FITT principles (Frequency, Intensity, Time, Type) to training
- Evaluating and modifying training plans based on results
Milestone Indicators
Key Teaching Points
- Circuit training is a versatile training method that can be adapted for any sport by changing the exercises at each station while maintaining the structure
- The 30-second work, 30-second rest interval structure develops both muscular endurance and cardiovascular fitness efficiently
- Overload principle: to improve fitness, you must work harder than normal to force the body to adapt
- Progression principle: gradually increase difficulty over time (more reps, longer work time, shorter rest, harder exercises) to continue improvement
- Quality technique must be maintained throughout the circuit - poor form due to fatigue should result in modification, not injury
- Recording performance data (scores at each station) allows students to track improvement and set personal targets
- Different circuit stations target different components of fitness - understanding this connection helps design effective training
Common Misconceptions
- Misconception: 'Circuit training is only for footballers' - CORRECTION: Circuit training structure works for any sport; you just change the exercises to match sport-specific needs
- Misconception: 'I have to do the hardest version to be successful' - CORRECTION: Success is working at YOUR appropriate level with good technique; modifications are smart training, not weakness
- Misconception: 'More reps always means better' - CORRECTION: Quality technique is more important than quantity; poor form with high reps causes injury and doesn't improve fitness effectively
- Misconception: 'Rest periods are wasted time' - CORRECTION: Rest allows recovery so you can work hard at the next station; no rest leads to exhaustion and poor technique
- Misconception: 'If it doesn't hurt, it's not working' - CORRECTION: Exercise should be challenging but not painful; pain is a warning sign, discomfort from effort is normal
- Misconception: 'Training should always be the same to build consistency' - CORRECTION: Progression and overload require gradually increasing difficulty; doing the same thing forever leads to plateau
- Misconception: 'I'm bad at PE because I can't do as many as others' - CORRECTION: PE is about YOUR improvement, not comparison; everyone has different starting points and that's OK
SEN Adaptations
ADHD
- Short, varied activities with frequent changes (30-second intervals ideal); clear, simple instructions one step at a time; regular movement throughout lesson suits hyperactivity; hands-on roles (counter, equipment manager) to maintain engagement; immediate, frequent feedback and praise; visual timers to see time remaining; physical activity helps focus and self-regulation
dyspraxia
- Larger, lighter equipment for better control (larger balls, lighter resistance bands); reduced complexity - one movement at a time rather than combinations; extra demonstration and practice time before circuit starts; visual and verbal cues combined; allow additional processing time before starting each station; break exercises into smaller steps; celebrate improvement and effort, not comparison with others; pre-teach specific stations in advance if possible
autism spectrum
- Clear, predictable lesson structure with visual schedule shown at start; advance warning of transitions between sections; consistent timing and routine (30-second intervals provide predictability); visual station cards showing exactly what to do; quiet zones available if overwhelmed by noise/activity; option to work with familiar partner or independently; reduction in stations (complete 4-6 instead of 8) if full circuit overwhelming
visual impairment
- Use brightly coloured balls and cones for maximum visibility; provide verbal descriptions of all demonstrations in detail; buddy system with sighted partner for guidance; tactile markers on floor for station boundaries; verbal countdowns and encouragement during work intervals; audio signals for start/stop rather than visual only
hearing impairment
- Visual demonstrations with exaggerated movements; written instructions at each station on laminated cards with images; hand signals for start/stop/rotate established at lesson start; partner communicates through gestures and modelling; teacher faces student when speaking for lip-reading; vibrating timer or visual flashing light for interval signals
physical disability
- Seated or supported versions of all exercises (chair-based circuit alternatives); modified equipment such as lighter balls, lower targets; reduced distances for shuttle runs or dribbling; extended rest periods (45-60 seconds instead of 30); focus on exercises that target functional movement for individual; celebrate effort and participation over performance scores
Cross-Curricular Links
English
Key vocabulary development (technical terms for training methods); verbal communication with partners; following complex verbal instructions during demonstrations; writing skills in homework task (designing circuit and explaining rationale); presenting and explaining circuit design to others; listening skills during instruction and discussion
Maths
Recording and comparing scores across circuit stations; calculating heart rate (counting for 15 seconds × 4); measuring distances for shuttle runs; analysing data from recording sheets; creating graphs showing progression from round 1 to round 2; percentages (improvement calculation); timing (30-second intervals, total circuit duration)
Science
Cardiovascular system response to exercise (heart rate elevation); muscular system - contractions during exercise; energy systems and respiration during high-intensity work; forces and motion during shuttle runs and passing; adaptation and body systems response to training overload; biology of muscle fatigue and recovery; scientific method in fitness testing and recording
Geography
Spatial awareness and mapping movement patterns around circuit; directions (clockwise rotation); understanding space and distance in station setup; recognising how sports and training vary in different countries and cultures (e.g., Fartlek from Sweden)
PSHE
Resilience and perseverance when facing challenging stations; teamwork and supporting partners; setting personal goals and self-improvement; managing emotions during difficult tasks; healthy lifestyle choices including regular exercise; understanding personal limits and self-care; celebrating effort and progress rather than comparison; leadership skills when encouraging others
Teacher Guidance
Positioning
Stand in central location where all 8 circuit stations are visible simultaneously. Rotate position during work intervals to approach different stations for closer observation. During demonstrations, position where all students in semi-circle have clear view (elevated if possible).
Observation Focus
Watch for correct technique, particularly at high-risk stations (press-ups, burpees). Monitor work rate and effort levels across class. Note safety concerns immediately. Observe partnership dynamics - ensure both partners engaged. Check recording sheet accuracy during circulation. Identify students struggling or excelling for differentiation.
Intervention Points
Intervene immediately if: dangerous technique observed, signs of overexertion or distress, equipment being used unsafely, pairs not working cooperatively, student attempting inappropriate challenge level, bullying or negative comments. Positive interventions: celebrate excellent technique publicly, encourage struggling students, redirect competitive behaviour to personal challenge.
Demonstration Notes
Demonstrate every exercise at performance speed first, then break down technique slowly. Show both standard and modified versions side-by-side. Use profile, front, and rear views where appropriate so all angles visible. Exaggerate key points (e.g., very straight arms for press-up, high knees). Narrate what you're doing: 'See how I'm keeping my back straight...' Use confident, skilled student to demonstrate alongside you for peer modelling. Common mistakes: demonstrate the wrong way then the right way for contrast.
Verbal Cues
- •'Soft touches on the ball!'
- •'Find your own space!'
- •'Quality over quantity - technique first!'
- •'Keep your core tight!'
- •'Breathe - don't hold your breath!'
- •'10 seconds left - finish strong!'
- •'Support your partner - count for them!'
- •'Work at YOUR level, not anyone else's!'
- •'Controlled movement - stay safe!'
- •'That's excellent form - well done!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor hard surface area, minimum 20m x 20m to accommodate 8 stations with 3m spacing between stations. Clear run-off space around perimeter (2m minimum).
Surface Check
Dry, even, non-slip surface free from hazards. Indoor hall floor clean and dry. Outdoor surface checked for potholes, wet patches, loose stones, or debris. Mats placed for floor-based work.
Equipment Safety
Safety Checks
- •All balls correctly inflated and checked for damage before lesson
- •Cones have no sharp edges or cracks - replace damaged cones
- •Resistance bands inspected for tears or weak points - test before distribution
- •Mats clean, non-slip backing, adequate thickness for floor work
- •Wall target area clear of obstacles or hard edges
- •Stopwatches and heart rate monitors functioning correctly and charged
Risk Management
Key Risks
- •Overexertion during high-intensity circuit leading to dizziness, nausea, or collapse
- •Collisions between students working at adjacent stations
- •Slips and falls during shuttle runs or agility work, especially if floor/surface wet
- •Muscle strains from inadequate warm-up or poor technique (particularly hamstrings, calves)
- •Ball strikes to face or body during passing/dribbling stations
- •Wrist or shoulder injury from poor press-up or burpee technique
- •Resistance band snapping or slipping causing impact injury
- •Tripping over equipment during rotations between stations
- •Students with pre-existing conditions (asthma, heart conditions) experiencing difficulties
- •Dehydration during extended circuit work
Risk Mitigation
- •Comprehensive warm-up including cardiovascular preparation and dynamic stretching of all major muscle groups (10 minutes minimum)
- •Clear boundaries established for each station with 3m+ spacing to prevent collisions
- •Progressive skill building - demonstrate correct technique before maximum effort
- •Continuous teacher supervision from central position with clear view of all stations
- •30-second rest periods between stations allow adequate recovery
- •Modifications offered at all stations for different ability levels - no pressure to overexert
- •Heart rate monitoring throughout lesson to ensure appropriate intensity
- •Pre-lesson check of medical conditions - asthmatics have inhalers accessible
- •Water available during rotation periods - hydration encouraged
- •Mats provided for all floor-based exercises to cushion impact
- •Resistance bands inspected and used with proper grip technique demonstrated
- •Equipment tidied immediately during rotations to prevent trip hazards
- •Clear stop signal established - all activity ceases immediately on whistle/command
- •Students briefed on working at own level - 'personal best' culture, not competition
- •Cool-down includes adequate static stretching to prevent muscle soreness and injury
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned centrally to maintain visual contact with all 8 stations simultaneously
- •Higher-risk stations (burpees, shuttle runs, press-ups) monitored more frequently during circulation
- •Teaching assistant or responsible student leaders positioned at specific stations if available
- •Monitor high-activity transition periods when equipment is being moved
- •Watch for signs of overexertion: excessive breathlessness, dizziness, pallor, holding chest, stopping abruptly
- •Ensure pairs are genuinely supporting each other, not distracting or competing dangerously
- •Check technique continuously - intervene immediately if dangerous form observed
Emergency Procedures
On injury or medical incident: 1) Stop all activity immediately with whistle and 'STOP' command, 2) Assess injured student - send for first aider if needed, 3) Keep other students calm and supervised away from incident, 4) First aid administered by qualified person, 5) Contact parents/emergency services if serious, 6) Complete accident report form, 7) Resume lesson only when safe to do so. Minor incidents (bumps, scrapes): Ice pack, rest, observation. Major incidents (suspected fractures, unconsciousness, breathing difficulties, chest pain): Call emergency services, follow school emergency protocol.