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Lesson 5 - Exercise Effects on Performance

Fitness Fundamentals & Lifelong Health

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Year 9

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Health Related Fitness

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1h 7min

Big Question

How does fatigue affect your body's ability to perform skills, and what does this teach us about training for sport?

Learning Objectives

To understand that exercise has both short-term and long-term effects on the body
To know and be able to describe in their own words, the effects that exercise has on the body
To make a link between the influence of health-related fitness on skill-related fitness and how this impacts performance in team sports

Key Outcomes

Students will be able to explain the difference between short-term and long-term effects of exercise
Students will demonstrate understanding of how fatigue affects skill performance through practical testing
Students will analyse the relationship between fitness levels and sporting performance

Equipment & Resources Required

Stopwatch

15 (1 per pair)

Distributed to each testing pair before activity begins

Alternative: Mobile phone timer apps, large classroom clock

Score Sheets

30 (1 per student)

Pre-printed with test names and space for before/after results

Alternative: Tablets with digital recording apps

Ruler

15 for ruler drop test

Check all rulers are straight and undamaged

Alternative: Metre sticks cut to size

Tennis Balls

15 for wall throw test

Ensure adequate wall space for safe testing

Alternative: Small foam balls, bean bags

Cones

60 for Illinois agility test

Set up 4 Illinois test courses around hall perimeter

Alternative: Sports markers, chalk lines

Exercise mats

15 for sit-ups and press-ups

Spaced 2 metres apart for safety

Alternative: Towels, foam padding

Step Platforms

8 for step-ups

Check stability and non-slip surface

Alternative: Benches, sturdy boxes (max 30cm height)

Key Vocabulary

Fatigue

Extreme tiredness caused by excessive exercise that reduces performance quality

Short-term effects

Immediate changes in the body during and just after exercise (increased heart rate, breathing, sweating)

Long-term effects

Adaptations that occur over weeks/months of regular exercise (stronger heart, increased muscle mass)

Coordination

The ability to use different parts of the body together smoothly and efficiently

Concentration

The ability to focus attention on a task without being distracted

Performance decline

A reduction in the quality or effectiveness of skill execution

Skill Progression Pathway

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

Prior Learning

Understanding of basic fitness components (strength, endurance, flexibility)
Experience with fitness testing procedures
Knowledge of warm-up and cool-down principles

Current Skills

Conducting skill-related fitness tests accurately
Understanding the immediate effects of fatigue
Linking fitness levels to performance quality

Next Steps

Designing training programmes to combat fatigue
Understanding periodisation in sports training
Applying fitness knowledge to specific sports

Milestone Indicators

Can explain fatigue in their own words

Demonstrates clear understanding of cause and effect relationships

Shows improved accuracy in fitness testing technique

Key Teaching Points

Fatigue affects both physical and mental aspects of performance
Different skills are affected by fatigue in different ways
Accurate baseline testing is essential for meaningful comparisons
Safety awareness becomes more important as fatigue increases
Individual responses to fatigue vary significantly
Understanding fatigue helps athletes train more effectively
Recovery is an active process that can be managed and improved

Common Misconceptions

That fatigue only affects muscles - clarify that it impacts brain function too
That everyone should respond to fatigue the same way - emphasise individual differences
That fatigue is always negative - explain how it drives adaptation
That fitness testing scores define athletic ability - focus on learning and improvement
That pushing through fatigue is always beneficial - teach importance of recognising limits

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive feedback, allow movement breaks as needed, use clear visual and auditory signals

dyspraxia

Allow extra practice time for test techniques, provide simplified instruction sequences, use larger or modified equipment for easier handling

autism spectrum

Provide clear visual schedule of lesson progression, establish quiet recovery zones, use consistent routines and predictable structure

visual impairment

Use brightly coloured equipment, provide verbal descriptions of all visual demonstrations, assign sighted buddy for safety during movement activities

hearing impairment

Ensure clear visual demonstrations, use hand signals for timing and instructions, provide written instruction cards at each station

physical disability

Modify exercises to seated or supported versions, adjust test protocols to individual capabilities, use alternative equipment as needed

Cross-Curricular Links

Science

Physiological effects of exercise on cardiovascular and respiratory systems, energy systems and metabolism, adaptation responses

Health Education

Understanding personal fitness levels, importance of recovery in exercise programmes, recognising body signals and limits

Mathematics

Data collection and analysis, calculating percentage changes, graphing results, statistical comparison of before/after measurements

Psychology

Effects of fatigue on concentration and decision-making, motivation and resilience, self-perception and confidence

Teacher Guidance

Positioning

Move constantly between stations during circuit, position centrally during testing for maximum visibility of all pairs

Observation Focus

Watch for signs of excessive fatigue, maintain awareness of safety at all times, note individual responses to exercise

Intervention Points

Step in immediately if students show signs of distress, provide individual modifications as needed, ensure proper test technique maintained

Demonstration Notes

Use exaggerated movements to show correct technique clearly, demonstrate common errors to avoid, model appropriate intensity levels for different fitness levels

Verbal Cues

•'Listen to your body - stop if you need to'
•'Good technique is more important than speed'
•'Remember to breathe during all exercises'
•'Focus on your own progress, not comparing to others'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall (minimum 30m x 20m) with clear boundaries and adequate ventilation

Surface Check

Non-slip, clean surface free from obstacles, with emergency exit routes clearly marked

Equipment Safety

Safety Checks

•Check all rulers are undamaged and safe to handle
•Ensure step platforms are stable and appropriate height
•Verify wall surfaces are suitable for ball throwing exercises
•Confirm cones are visible and won't cause tripping hazards

Risk Management

Key Risks

•Exercise-induced fatigue leading to injury
•Collisions during circuit activities
•Overexertion during maximum effort exercises
•Falls during balance testing or agility runs

Risk Mitigation

•Clear briefing on individual limits and stopping procedures
•Adequate spacing between exercise stations
•Partner supervision throughout all activities
•Progressive intensity build-up in circuit exercises
•Immediate access to water and rest areas

Supervision & Emergency Procedures

Supervision Points

•Position teacher for maximum visibility of all stations
•Extra attention during high-intensity circuit exercises
•Monitor students showing signs of excessive fatigue
•Ensure proper technique maintenance as fatigue increases

Emergency Procedures

STOP signal recognised by all students, immediate assessment of any incidents, appropriate first aid response, access to school medical support if needed