Fitness Assessment & Training Plan
•Year 8
•Health Related Fitness
•Pre-printed with assessment matrix and space for comments
Alternative: Tablets or smartphones with digital forms
Stored in central location accessible throughout lesson
Alternative: Clipboards if working outdoors
Pre-charged and distributed before warm-up begins
Alternative: Manual pulse-taking technique, rate of perceived exertion scale
Positioned centrally with volume appropriate for space size
Alternative: Whistle for timing if speakers unavailable
Set up based on selected student homework circuit design
Alternative: N/A - depends on chosen circuit
Available for warm-up familiarisation and sport-specific exercises
Alternative: Bean bags or other objects for skills practice
Used to mark circuit station boundaries and movement areas
Alternative: Markers, spots, or natural landmarks
For identifying circuit leaders or peer assessors if needed
Alternative: Not essential for this lesson
The process of selecting and arranging exercises in a circuit to achieve specific fitness goals
Choosing appropriate exercises based on fitness components, equipment available, and participant ability
Taking responsibility for guiding others through activities with clear communication and encouragement
Specific standards used to judge the quality of performance objectively
Honestly assessing your own performance against set criteria to identify strengths and areas for improvement
Constructive comments given to classmates to help them improve their performance
Modifying exercises to develop fitness components particularly important for a chosen sport
The organised format of a workout including warm-up, main activities, and cool-down
Understanding where pupils are coming from and where they're going
Speaking and listening skills during discussions and peer teaching. Clear communication when providing peer feedback. Presenting circuit designs to class with rationale. Reading and comprehension of assessment criteria. Writing SMART goals and reflections. Using subject-specific vocabulary accurately in context.
Heart rate calculations and percentage of maximum heart rate. Timing intervals and ratios (work:rest periods). Data collection, recording, and analysis of fitness test results. Calculating improvement percentages. Measuring distances for space requirements. Creating graphs to show fitness progress over time.
Cardiovascular system responses to exercise - heart rate elevation and recovery. Muscular system: muscle groups worked by different exercises, muscular strength vs endurance. Respiratory system: breathing rate changes during exercise. Energy systems and how body fuels movement. Skeletal system: bone health benefits of weight-bearing exercise. Physiological adaptations to training.
Data collection using heart rate monitors (digital technology). Recording fitness data electronically if tablets used. Creating spreadsheets to track fitness test results over time. Analysing trends in data. Digital assessment tools if available.
Understanding personal space and spatial awareness in circuit setup. Mapping circuit station layouts efficiently. Directions and orientation - clockwise movement patterns. Scale and distance - appropriate spacing for safety.
Goal-setting for personal development using SMART criteria. Resilience when facing physical challenges and fatigue. Self-awareness through honest self-assessment. Leadership and responsibility through circuit design and delivery. Giving and receiving constructive feedback respectfully. Healthy lifestyle choices - importance of regular physical activity. Teamwork and supporting others.
Stand at central point with 360-degree visibility of all circuit stations. Move actively between stations during circuit rounds providing coaching and monitoring safety. Position near student leaders during demonstrations to provide support. During discussions, position where all students can see and hear clearly.
Prioritise safety: monitor technique especially under fatigue, watch for over-exertion signs. Assess learning: note understanding shown in discussions, technique quality, leadership skills, peer interactions. Track engagement: identify students needing additional challenge or support. Monitor heart rate responses ensuring appropriate intensity. Observe assessment quality during peer feedback.
Intervene immediately if: technique becomes dangerous, signs of over-exertion appear (excessive breathlessness, dizziness, chest pain), students not working within appropriate intensity zones, equipment being used incorrectly, peer interactions become negative. Provide technique coaching when form deteriorates. Support student leaders if struggling. Redirect discussions if off-topic. Adjust timings if needed based on class response.
Use student demonstrators to increase engagement and provide peer models. Demonstrate both correct technique and common errors (exaggerated) for clarity. Show modifications for different ability levels simultaneously. Use 'pause and check' - freeze demonstrations for detailed technique points. Provide side-view and front-view of complex movements. Slow down demonstrations initially then show full speed. Use questioning during demonstrations: 'What do you notice about knee position?' Ensure all students can see - create semi-circle viewing arrangement.
Large indoor hall or outdoor area minimum 20m x 30m to accommodate circuit stations with adequate spacing. Clear boundaries marked. Sufficient height clearance for jumping movements. Distance from walls/obstacles to prevent collisions.
Dry, even, non-slip surface essential for circuit training. Check for hazards: wet patches, equipment left from previous class, damaged flooring. Outdoor: grass must be even without holes, dry conditions only. Indoor: sports hall surface appropriate for athletic movements.
Stop signal (whistle blast) immediately halts all activity. Assess situation quickly. For minor injuries (strain, knock): RICE protocol (Rest, Ice, Compression, Elevation). For serious injuries or medical emergencies: send student for help, stay with injured student, apply appropriate first aid if trained, call for medical support. All incidents recorded in school accident book. Parents/carers informed of injuries. Asthma inhalers and EpiPens accessible if students require them.
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