Lesson 1 - Warm-Up & Endurance Assessment
Fitness Assessment & Training Plan
•Year 8
•Health Related Fitness
•Start Planning Better PE Lessons
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How does understanding your body's response to exercise help you become a lifelong participant in physical activity?
Learning Objectives
- Understand the physiological benefits of regular exercise and warm-up routines
- Demonstrate safe and effective warm-up techniques with correct form
- Sustain aerobic performance over extended time periods whilst monitoring personal effort
- Develop reflective practice skills by recognising and articulating success in self and peers
Key Outcomes
- Students will be able to explain at least three benefits of regular exercise and warming up
- Students will perform a complete warm-up sequence independently with correct technique
- Students will complete a 5-minute shuttle run test whilst maintaining steady pace and effort
- Students will provide constructive feedback to partners during circuit activities using specific observational criteria
Equipment & Resources Required
Place in pairs 20 metres apart to create multiple shuttle run lanes - allow 2 metres between lanes for safety
Alternative: Markers, spot markers, plastic bottles
One per sit-and-reach station, positioned with zero at bench edge for accurate flexibility measurement
Alternative: Metre rulers, measuring apps on tablets
Positioned securely for sit-and-reach test with overhang for students' feet, check stability before use
Alternative: Sturdy boxes, step platforms
Select upbeat music at 120-140 BPM for circuit stations to maintain motivation and timing
Alternative: Laptop with speakers, tablet with Bluetooth speaker
Pre-printed with student names, shuttle run results column, sit-and-reach measurement column, space for notes
Alternative: Digital recording on tablets, class record sheet
One for shuttle run timing (5 minutes), others for circuit station intervals (30-45 seconds)
Alternative: Phone timers, wall clock with second hand
For displaying circuit station instructions and benefits of exercise during plenary discussion
Alternative: Flip chart, large display screen
Key Vocabulary
Physical activity that uses oxygen to meet energy demands over an extended period, strengthening the heart and lungs
The range of movement possible at a joint, essential for injury prevention and efficient movement
The ability to sustain physical activity over time without excessive fatigue
Preparatory activities that gradually increase heart rate, body temperature and prepare muscles for exercise
Gentle activities after exercise that gradually reduce heart rate and prevent blood pooling in muscles
The specific way a skill or movement is performed, focusing on form, control and efficiency
How well someone executes a skill or sustains effort, measured against personal bests or standards
The efficiency of the heart, lungs and blood vessels in delivering oxygen to working muscles
Controlled movements that take joints through their full range of motion, used in warm-ups
Managing your effort and speed to sustain performance over the required duration
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of warming up from Key Stage 2
- Experience of cardiovascular activities like running and jumping
- Awareness of the need to stretch muscles
- Basic spatial awareness when moving in shared spaces
Current Skills
- Systematic warm-up progressions from pulse-raising to stretching
- Understanding the connection between warm-up and injury prevention
- Pacing strategies for sustained aerobic effort
- Flexibility assessment techniques using standardised tests
- Peer observation and constructive feedback skills
Next Steps
- Designing personalised warm-up routines for specific sports
- Understanding heart rate zones and training intensity
- Analysing fitness test results to set personal improvement targets
- Creating circuit training programmes with specific fitness goals
Milestone Indicators
Key Teaching Points
- Warm-up is essential preparation - prevents injury, improves performance, prepares body systems for exercise. Must include pulse-raising, dynamic stretching and static stretching phases in progression.
- Pacing is critical for endurance activities - starting too fast leads to early fatigue and reduced overall performance. Sustainable pace allows consistent effort throughout test duration.
- Proper breathing technique improves endurance - rhythmic diaphragmatic breathing delivers oxygen efficiently and reduces perceived effort. Teach students to find sustainable breathing patterns.
- Flexibility prevents injury and improves performance - regular stretching maintains range of motion at joints. Static stretches held 10+ seconds when muscles warm.
- Peer observation develops analytical skills - teach specific observation framework (what are they doing well? what could improve?). Model constructive feedback language and tone.
- Baseline fitness testing enables progress tracking - today's scores are starting point, not judgement. Re-testing in future shows improvement, motivating continued participation.
- Cool-down is not optional - gradual reduction in intensity prevents blood pooling, aids recovery, reduces muscle soreness. Includes light activity and stretching phases.
Common Misconceptions
- MISCONCEPTION: You should stretch cold muscles before warming up. CORRECTION: Pulse-raising activities first to warm muscles, then dynamic stretching during warm-up, static stretching at end when muscles warmest.
- MISCONCEPTION: More pain during stretching means better results. CORRECTION: Stretching should create comfortable tension, never pain. Over-stretching causes injury and muscle resistance.
- MISCONCEPTION: The shuttle run is a sprint test. CORRECTION: It's an endurance test measuring sustained effort over 5 minutes. Sprint pacing causes early fatigue and poor results.
- MISCONCEPTION: If you're fit, you don't need to warm up. CORRECTION: Everyone needs warm-up regardless of fitness level. It prepares body for specific activity ahead and reduces injury risk significantly.
- MISCONCEPTION: Fitness tests compare you to classmates. CORRECTION: Tests establish YOUR baseline for tracking YOUR progress over time. Only comparison that matters is you versus your previous score.
- MISCONCEPTION: Being out of breath means you should stop exercising. CORRECTION: Increased breathing is normal and healthy during aerobic exercise - it delivers needed oxygen. Only stop if experiencing pain, dizziness or extreme distress.
- MISCONCEPTION: Cool-down is wasting time that could be spent on more activity. CORRECTION: Cool-down is essential for safe recovery, prevents dizziness and muscle soreness, and consolidates learning through reflection.
SEN Adaptations
ADHD
- Break activities into shorter segments with clear start/end points. Provide frequent specific feedback and encouragement. Allow movement breaks if needed between stations. Use energetic music during circuit to maintain engagement. Give one instruction at a time rather than multi-step directions. Position near teacher during instructions for focus support. Offer additional responsibility roles (timekeeper, equipment manager) to maintain engagement.
dyspraxia
- Demonstrate exercises multiple times and break into smaller sequential steps. Allow extra practice time for movement patterns. Use larger, softer equipment where possible (larger balls, foam markers). Reduce complexity - simpler movement patterns, fewer direction changes. Provide wall support for all balance activities. Slow down pace of exercise demonstrations. Use verbal cues paired with visual demonstrations. Be patient with motor planning difficulties, offer consistent encouragement.
autism spectrum
- Provide visual schedule showing lesson sequence with timings. Give advance warning of transitions between activities. Offer noise-reducing headphones if music system overwhelming. Create clear, consistent routines for warm-up and cool-down. Provide written instructions at circuit stations in addition to verbal. Allow quiet zone option if sensory overload occurs. Use timer apps to show time remaining visually. Pair with consistent, understanding partner.
visual impairment
- Use bright coloured cones for high contrast. Provide verbal descriptions of all exercises and spatial setups. Pair with sighted partner for circuit activities. Use tactile demonstrations - allow student to feel correct body positions. Ensure shuttle run lanes clearly marked with high-contrast tape or rope. Provide audio cues for timing (verbal countdowns rather than visual timer).
hearing impairment
- Ensure student can see teacher at all times during instructions. Use clear visual demonstrations for all exercises - exaggerated movements. Provide printed or pictorial cards showing exercises at each circuit station. Use visual signals for start/stop commands (flag, hand signals). Position student where they can see peers for modelling. Pair with buddy who can sign or provide written notes if needed.
physical disability
- Seated warm-up alternatives - arm circles, torso twists, seated marching. Modify shuttle run - reduce distance to 10m or substitute with arm ergometer test, wheelchair shuttle runs. Adapt flexibility exercises - supported stretches, seated versions. Circuit stations: provide seated or supported versions of all exercises. Extend time allowances for all activities. Use adaptive equipment as needed (resistance bands instead of body weight movements).
Cross-Curricular Links
English
Developing specific descriptive vocabulary for movement and technique. Giving clear verbal feedback using appropriate terminology. Listening skills during instructions and peer feedback. Articulating reflections and explanations clearly during discussion.
Maths
Measuring distance accurately for shuttle run lanes (20 metres). Recording numerical data (shuttle counts, flexibility measurements in cm). Calculating averages, comparing scores. Understanding time (5 minutes, 30-45 seconds intervals). Data handling and creating simple charts to track progress.
Science
Biology - cardiovascular system during exercise (heart rate increase, breathing rate, oxygen delivery to muscles). Effects of exercise on body systems. Muscle function and energy production. Concept of fitness and health.
Geography
Understanding use of space - positioning, boundaries, direction changes. Spatial awareness when moving through shared space. Distance measurement and mapping movement patterns.
PSHE
Physical health and fitness - understanding importance of exercise for wellbeing. Mental health benefits of physical activity. Resilience and perseverance when facing challenges. Setting personal goals and monitoring progress. Recognising personal strengths and areas for development.
Teacher Guidance
Positioning
During warm-up: central position for visibility of all students. During shuttle run: mid-point of lanes to observe all participants. During circuit: circulate continuously between stations spending 60-90 seconds at each during first rotation. During cool-down: position within circle to make eye contact with all students during discussion.
Observation Focus
Warm-up: correct form, appropriate intensity progression, understanding of benefits. Shuttle run: pacing strategy, sustained effort, resilience when challenged. Circuit: exercise technique, partner interaction quality, feedback specificity. Cool-down: engagement with reflection, understanding of learning.
Intervention Points
Intervene immediately if: unsafe technique risking injury, student in distress, student giving up prematurely without cause, negative peer interaction, equipment malfunction. Intervene supportively if: poor pacing strategy apparent, incorrect exercise form, minimal peer feedback quality, disengagement from activity.
Demonstration Notes
Demonstrate all exercises before students perform. Use exaggeration to ensure visibility - higher knee lift, deeper squat, more obvious breathing pattern. Show both correct form AND common errors to contrast. Use student volunteers to demonstrate when appropriate to build confidence. For complex exercises, demonstrate from multiple angles (front, side) for clarity.
Verbal Cues
- •'Soft feet, light landing!' - for quiet movement during warm-up
- •'Steady pace - you could maintain this!' - for shuttle run pacing
- •'Tension not pain!' - during flexibility exercises
- •'What did you observe?' - to prompt specific peer feedback
- •'Keep going, you're doing brilliantly!' - encouragement during challenges
- •'Show me your ready position!' - to check understanding before activities
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear space. Sports hall ideal, or outdoor hard surface area (playground, tennis courts). Sufficient space for shuttle run lanes with 2-3m separation between lanes. Additional space for 6-8 circuit stations with 3m separation.
Surface Check
Dry, even, non-slip surface essential. No wet patches, debris, or uneven areas. If outdoor, check for stones, holes, or other hazards. Mark boundaries clearly. Ensure adequate run-off space beyond shuttle run cones.
Equipment Safety
Safety Checks
- •Check all cones stable and free from cracks or sharp edges
- •Verify benches secured and stable before sit-and-reach testing
- •Ensure tape measures have no sharp edges and retract safely
- •Test music system volume - loud enough to hear but not damaging
- •Confirm all equipment stored safely when not in use to prevent trip hazards
Risk Management
Key Risks
- •Cardiovascular stress during shuttle run test - students pushing beyond safe limits
- •Collision risk during shuttle runs if lanes too close or students not focused
- •Slips and falls during direction changes at shuttle run cones
- •Over-stretching during flexibility exercises causing muscle strain
- •Loss of balance during single-leg exercises (shin pulls, quad pulls)
- •Asthma attacks triggered by sustained aerobic effort
- •Dehydration particularly if warm weather
- •Delayed onset muscle soreness (DOMS) post-lesson if insufficient cool-down
Risk Mitigation
- •Thorough warm-up completed before any fitness testing
- •Clear instruction on pacing - emphasise sustainable effort not maximum sprint
- •Adequate spacing between shuttle run lanes (minimum 2m)
- •Proper technique teaching for turns - plant foot, controlled deceleration
- •Emphasise 'tension not pain' for all stretches, no ballistic stretching
- •Wall support available for balance-challenging exercises
- •Identify students with asthma, ensure inhalers accessible at sideline
- •Water breaks available, encourage hydration post-lesson
- •Complete full cool-down including light activity and stretching
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during shuttle run test - centrally located
- •Actively scan all students every 15-20 seconds during endurance test
- •Circulate continuously during circuit activities checking form and safety
- •Be alert for signs of distress: extreme breathlessness, chest pain, dizziness, pale/grey skin
- •Monitor high-energy students who may take excessive risks or push too hard
- •Watch for students struggling but not asking for help - proactively intervene
Emergency Procedures
If student shows signs of serious distress (chest pain, extreme breathlessness, collapse): STOP activity immediately. Assess student. Send responsible student for additional adult support/first aider. Apply appropriate first aid. For asthma attack: help student to sit upright, assist with inhaler if available, calm and reassure, seek medical help if no improvement. For collision/fall injury: stop activity, assess injury, apply first aid, complete accident report form.