Unit 6: Fitness testing for sport and exercise - Pearson Schools

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Lesson plan
Aims: To introduce students to the concepts of fitness and fitness tests
Resources: Computer, projector, Worksheet 6.2, computers for student research and with PowerPoint facilities.
This structure may be spread over a number of lessons as required.
Objectives
Students will be able to:
• Define and explain the term fitness and components
• Describe what a fitness test is and identify a range of fitness tests
Timing Stage of Lesson Teacher activity Student activity Differentiation*
5 mins Introduction Teacher introduces the concept of
fitness by asking the class what they
think fitness is – key words and
concepts. Expand this into group
discussion. Teacher defines and
explains the term fitness.
5 mins Development Introducing the different components
of fitness (for example, flexibility)
and their links with different sports.
Facilitating where required to aid
student development of group list or
sporting examples.
3 mins Development Providing a definition of a fitness
test and a couple of examples (draw
on students’ sporting/school
experience of fitness tests).
Facilitate discussion.
Activity A: noting down thoughts and ideas
about fitness. Group discussion on the
term fitness. Writing down a definition.
Activity B: Producing group list on
whiteboard of the different components of
fitness. In pairs, for each component
identify three sports that require an
element of that component (e.g.
weightlifting could be an example for
strength).
Note-taking
Activity C: Discussion based on their
experience
Easy/medium. All students will be able to give some
basic ideas regarding fitness, possibly key words or
concepts; however, they may need to discuss their
ideas with others to stimulate their thoughts. In
respect of the discussion they should be
encouraged to talk about fitness in their chosen
sport so they can draw on their own experience and
feel comfortable in doing so.
Medium. The activity requires some previous
knowledge or understanding in respect of the
components of fitness, so the teacher should list
them on the board to help the less ablestudents.
They should then at least be able to link the
components to specific sports, with peer support.
One way to extend the more able students is to ask
them to rank the importance of each component for
their sports.
Medium/hard. This activity requires both personal
experience and an understanding of fitness tests.
Less able students may need some support with
this as they may need a couple of examples to get
them started. Differentiation will certainly be by the
depth of discussion around fitness tests.
BTEC National Sport Assessment and Delivery Resource