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Lesson 5 - Sport-Specific Training

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 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

Score Sheets

1 per student (30)

Pre-printed with circuit station names and score columns, distributed at start of main activity

Alternative: Clipboards with paper, or digital recording via tablets

Pencils

1 per student (30)

Placed with recording sheets

Alternative: Dry-wipe markers if using laminated sheets

Heart Rate Monitor

15 (1 per pair)

Pre-charged, distributed at warm-up, collected after cool-down

Alternative: Manual pulse checking using fingers on wrist or neck

Speakers

1 set

Connected to timing device or music player for 30-second intervals

Alternative: Whistle for timing signals

Softballs

15 (1 per pair)

Size 4 or 5, inflated correctly, placed at relevant circuit stations

Alternative: Use any available balls for dribbling/control stations

Cones

40-50

Used to mark circuit stations, boundaries, and dribbling courses

Alternative: Markers, spots, or chalk lines

Bibs

15 (optional)

If needed to identify pairs

Alternative: Not essential for this lesson

Stopwatch

3-4

For teacher and assistants to monitor 30-second work/rest intervals

Alternative: Mobile phone timers, wall clock

PE Equipment

As required per station

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

Mats

8-10

For press-ups, planks, and stretching stations

Alternative: Towels or designated floor areas

Team bands

8 (optional)

Light to medium resistance for upper body work

Alternative: Bodyweight exercises only

Key Vocabulary

Circuit Training

A training method involving a series of exercises performed at different stations with minimal rest between each

Continuous Training

Exercise performed at a steady pace for an extended period without rest, such as jogging or cycling

Fartlek Training

A Swedish term meaning 'speed play' - training that combines continuous exercise with intervals of higher intensity

Interval Training

Periods of high-intensity exercise alternated with periods of rest or low-intensity exercise

Resistance Training

Exercise that uses resistance to build muscular strength and endurance, such as weights or bodyweight exercises

Overload

Working the body harder than normal to create adaptation and improvement

Progression

Gradually increasing the difficulty of training over time to continue improvement

Sport-Specific Training

Training designed to improve fitness for the particular demands of a specific sport or position

Adaptation

How the body changes and improves in response to training

Heart Rate Monitor

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

Student can complete full circuit maintaining good technique throughout

Student can explain which component of fitness each station targets

Student can suggest modifications to circuit for different sports

Student designs a logical and safe circuit for homework task

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.