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Lesson 2 - Fitness Component Assessment

Fitness Assessment & Training Plan

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Year 8

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Health Related Fitness

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Big Question

How do we scientifically measure our fitness levels and use this data to improve our performance?

Learning Objectives

To know how to correctly measure the components of fitness using standardised testing protocols
To assess personal fitness levels compared to normative data and identify strengths and areas for improvement
To understand which components of fitness are involved in different sporting performances

Key Outcomes

Students will accurately complete fitness tests measuring coordination, reaction time, agility, balance, speed, and grip strength
Students will record their results and compare them against normative data to identify personal fitness profiles
Students will understand the relationship between specific fitness components and sporting performance

Equipment & Resources Required

Score Sheets

1 per student (30)

Pre-printed with all test names, space for results, and normative data tables

Alternative: Tablets or clipboards with printed sheets

Pencils

1 per student (30)

Distributed with recording sheets

Alternative: Digital recording devices if available

Heart Rate Monitor

6-8 (1 per group)

Charged and paired with display units if wireless

Alternative: Manual pulse counting using stopwatches

Speakers

1 portable speaker

Connected to timing device for audio signals during tests

Alternative: Whistle for timing signals

Cones

40 cones

For marking Illinois agility course and 30m sprint lanes

Alternative: Sports markers or chalk lines

Balls

6 balls

For hand-wall alternate throw and catch test

Alternative: Bean bags or small rubber balls

Ruler

6 rulers

For reaction time ruler drop test

Alternative: Metre sticks with markings

Hand Grip Dynamometer

6 dynamometers

Calibrated and set to zero before use

Alternative: Squeeze balls with resistance ratings (less accurate)

Measuring Tapes

6 measuring tapes (30m)

For setting up accurate test distances

Alternative: Trundle wheel or pre-measured distances

Stopwatch

6 stopwatches

One per testing station for timing tests

Alternative: Mobile phone timer apps

Bibs

6 different colours (5 per colour)

To identify different testing groups

Alternative: Numbered cards or team bands

Normative Data Charts

6 laminated charts

Placed at each station showing age and gender-specific standards

Alternative: Displayed on screens or tablets

Key Vocabulary

Muscular Endurance

The ability of a muscle or muscle group to perform repeated contractions over a period of time without fatigue

Cardiovascular Endurance

The ability of the heart and lungs to supply oxygen to working muscles over an extended period

Coordination

The ability to use two or more body parts together smoothly and efficiently

Reaction Time

The time taken to respond to a stimulus

Agility

The ability to change direction quickly whilst maintaining control

Balance

The ability to maintain the body's centre of mass over its base of support

Normative Data

Statistical data showing average or expected performance levels for specific populations (age, gender, fitness level)

Fitness Testing Protocols

Standardised procedures that must be followed to ensure tests are valid and reliable

Grip Strength

The force applied by the hand muscles to grip or squeeze an object

Personal Best

An individual's best performance or score in a particular test or activity

Skill Progression Pathway

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

Prior Learning

Understanding of the nine components of fitness (5 health-related, 4 skill-related)
Knowledge of warm-up structure including pulse raisers and dynamic stretches
Basic understanding of how fitness relates to sporting performance
Experience working in pairs and small groups during practical activities

Current Skills

Performing standardised fitness tests with correct technique and protocols
Recording, measuring, and timing fitness test results accurately
Comparing personal results against normative data tables
Identifying personal fitness strengths and areas requiring development
Understanding the link between specific fitness components and sports performance

Next Steps

Designing personalised fitness training programmes targeting weak areas
Applying principles of training (FITT) to improve specific fitness components
Re-testing fitness levels to measure improvement over time
Analysing how fitness testing informs athlete development and training cycles

Milestone Indicators

Consistently follows correct testing protocols without prompting

Records data accurately with appropriate units of measurement

Makes valid comparisons between personal and normative data

Articulates clear understanding of fitness component relationships to sports

Demonstrates scientific approach to fitness assessment and improvement

Key Teaching Points

Standardised testing protocols must be followed exactly every time to ensure results are valid, reliable, and comparable to normative data
Fitness testing identifies personal strengths and areas for development - it's about self-improvement not competition with others
Different sports require different combinations of fitness components - understanding your profile helps identify suitable activities
All fitness components are trainable and can be improved through appropriate training methods and consistent effort
Accurate recording, timing, and measuring are as important as performing the tests - scientific approach requires precision
Below-average results are not negative - they provide valuable information about where to focus training efforts for maximum improvement
Partnership and cooperation during testing ensures accurate results and develops important social skills like communication and support

Common Misconceptions

Misconception: 'Fitness testing is a competition to see who's the fittest.' Reality: Fitness testing is a personal assessment tool to identify your own strengths and areas to develop compared to age and gender norms, not to compete with classmates.
Misconception: 'If I score below average, it means I'm bad at PE.' Reality: Below average results simply identify areas that will benefit most from training. All fitness components can be improved with appropriate training - this is just your starting point.
Misconception: 'The test with the highest number is my strength.' Reality: Your strength is where you performed best relative to normative data for your age and gender, not necessarily your highest absolute score. A lower number that's above average is better than a higher number that's below average.
Misconception: 'All sports need all fitness components equally.' Reality: Different sports emphasise different fitness components. Sprinters need speed and reaction time, gymnasts need balance and coordination, footballers need agility and cardiovascular endurance.
Misconception: 'The protocols don't really matter as long as I try hard.' Reality: Standardised protocols are essential. Without following exact procedures, your results can't be accurately compared to normative data or used to measure improvement over time.
Misconception: 'Fitness testing is only relevant for athletes.' Reality: Understanding your fitness helps you make healthy lifestyle choices, identify enjoyable activities suited to your strengths, and develop balanced fitness for overall health and wellbeing.

SEN Adaptations

ADHD

Short, focused activities at each station (4 minutes ideal duration). Clear visual timers showing remaining time. Frequent rotation maintains engagement. Active role as tester/recorder provides focus. Clear, specific tasks with immediate feedback. Movement breaks built into lesson structure. Positive reinforcement for staying on task. Opportunity to repeat tests provides second chances.

dyspraxia

Simplified recording sheets with larger spaces for writing. Extra practice attempts before official recording. Modified equipment - larger balls for coordination test, wider grip on dynamometer. Additional demonstration and breakdown of complex movement patterns (Illinois agility). Allow extra time at stations. Emphasise personal improvement not comparison. Partner support for recording while student focuses on movement.

autism spectrum

Provide visual schedule showing station rotation order. Clear, consistent protocol cards at each station reducing ambiguity. Advance warning of transitions with countdown timer. Quiet zone available if overwhelmed. Pair with familiar, supportive partner. Predictable routine - same rotation pattern throughout. Allow wearing of ear defenders if noise sensitivity.

visual impairment

Use brightly coloured equipment (balls, cones). Provide verbal descriptions of all demonstrations. Pair with sighted partner who can guide during Illinois agility run. Use tactile markers for testing distances. Provide large-print recording sheets and normative data tables. Allow extra time for familiarisation with equipment at each station.

hearing impairment

Provide written protocol cards at all stations with clear diagrams. Use visual signals for timing (flag drop, light signal). Ensure student can see teacher's face during demonstrations for lip-reading. Partner provides visual countdown signals (3-2-1 hand signals). Provide printed copies of all instructions and key teaching points.

physical disability

Modify tests as needed - seated versions of coordination and strength tests, reduced distances for sprint and agility. Allow use of mobility aids. Extended time at stations. Focus on personal improvement not comparison to normative data. Alternative tests measuring same components if standard tests not accessible. Ensure testing stations wheelchair accessible.

Cross-Curricular Links

English

Using technical vocabulary accurately in discussions, explaining fitness concepts clearly to partners, writing reflective summaries of personal fitness profiles, following written protocol instructions, articulating connections between fitness and sports

Maths

Recording and interpreting data, comparing personal results to normative data tables, calculating percentages and averages, understanding measurement units (seconds, centimetres, kilograms), reading scales accurately on dynamometer, creating and interpreting data tables

Science

Understanding body systems during exercise (cardiovascular, muscular, skeletal), effects of exercise on heart rate and breathing, principles of training and adaptation, how muscles work during different tests, reaction time and nervous system, balance and proprioception

PSHE

Understanding personal strengths and areas for development, setting realistic goals for improvement, resilience when facing below-average results, supporting peers during testing, honest self-evaluation, growth mindset - fitness is improvable through effort

Teacher Guidance

Positioning

Position centrally during station testing with sightlines to all six stations. Continuously circulate during rotations prioritising stations where technique is most critical (Illinois agility, dynamometer) or where less confident students are working. During discussions, position with back to wall so all students visible.

Observation Focus

Watch for: correct testing protocols being followed at each station, accurate timing and measuring by recorders, both students in pair completing tests, results being recorded in correct format, safe technique especially during sprint and agility tests, positive partnership interactions, evidence of understanding during results analysis.

Intervention Points

Intervene immediately if: safety risk observed (incorrect sprint technique, imbalanced during stork test), testing protocol not being followed correctly, recording errors that will invalidate results, one student dominating and partner not participating, negative peer comparison or discouragement observed, time management issues preventing completion of all stations.

Demonstration Notes

Demonstrate: During initial demonstrations, perform each test at slow speed first showing key technique points, then at normal speed. Use student volunteers to demonstrate timing and recording procedures. During station time, if common errors emerge, stop class briefly and re-demonstrate correct technique with specific emphasis on error correction. For results analysis, model interpretation of normative data using example results on board.

Verbal Cues

•'Protocol first, speed second - accuracy matters more than finishing quickly!'
•'Maximum effort on this test - we need your true result not a half-effort!'
•'Support your partner - accurate timing and measuring helps them understand their fitness!'
•'This is personal data for your improvement, not a competition with others!'
•'Follow the exact protocol - that's what makes it scientific and reliable!'
•'Controlled movement during transitions - walk, don't run!'
•'Below average doesn't mean bad - it means you know exactly what to work on!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor sports hall or outdoor area (minimum 25m x 20m) to accommodate six testing stations with adequate separation (5m minimum between stations). Illinois agility course requires 10m x 5m dedicated space. 30m sprint requires 35m straight line (30m + 5m deceleration zone).

Surface Check

Indoor: Clean, dry, non-slip sports hall floor free from dust or moisture. Outdoor: Flat, even surface (grass or all-weather) with no holes, uneven areas, or loose stones. Balance test area must be completely flat and stable. Sprint lane clear and level.

Equipment Safety

Safety Checks

•Check all balls are in good condition without tears or excessive wear
•Ensure handgrip dynamometers are functioning correctly and calibrated
•Verify rulers have no cracks or sharp edges
•Check cones are stable and not cracked or damaged
•Ensure stopwatches/timing devices are working accurately
•Confirm measuring tapes retract safely without sharp metal ends exposed
•Heart rate monitors charged and functioning if used

Risk Management

Key Risks

•Risk: Collisions during Illinois agility run - Likelihood: Medium, Severity: Medium
•Risk: Falls during balance test - Likelihood: High, Severity: Low
•Risk: Muscle strains during 30m sprint without proper warm-up - Likelihood: Medium, Severity: Medium
•Risk: Tripping over equipment during station transitions - Likelihood: Medium, Severity: Low
•Risk: Overexertion in hot weather leading to dehydration or heat exhaustion - Likelihood: Low, Severity: High
•Risk: Emotional distress from comparing results negatively - Likelihood: Medium, Severity: Low

Risk Mitigation

•All students complete thorough warm-up including dynamic stretches before testing begins
•Clear 5m separation between testing stations to prevent interference
•Illinois agility course positioned away from walls with 3m clearance on all sides
•30m sprint lane has 5m deceleration zone beyond finish line with no obstacles
•Balance test performed on flat, stable surface with partner standing close by as spotter
•Station transitions controlled - walking not running between areas
•Water breaks available throughout lesson, especially in warm conditions
•Emphasise personal improvement not peer comparison during results analysis
•Teacher circulates continuously to supervise correct technique and safety
•Emergency stop signal established and practiced at lesson start

Supervision & Emergency Procedures

Supervision Points

•Position centrally to maintain visual contact with all six stations simultaneously
•Prioritise observation of higher-risk stations: Illinois agility (collision risk), 30m sprint (strain risk), balance (fall risk)
•During station rotations, monitor transitions to ensure controlled, safe movement
•Check testing areas for emerging hazards (spilled water, moved equipment) throughout lesson
•Identify students showing signs of fatigue or overexertion and enforce rest periods
•Monitor emotional responses during results analysis for any distressed students requiring support

Emergency Procedures

STOP signal: Teacher raises hand and blows whistle - all activity ceases immediately. ASSESS: Teacher quickly evaluates situation - is first aid required? RESPOND: For minor injuries - student sits out with ice pack if needed. For more serious injuries - teacher sends responsible student to office for first aider while remaining with injured student. Other students supervised by continuing with modified activity or sitting in safe area. Incident recorded following school procedures.