Primary fitness skills unit

The main focus of this unit is primary physical fitness skills assessment and development. With PE class scheduled once a week, fitness assessment becomes a challenge. This unit keeps students moving and at the same time assesses their primary fitness skills in each lesson.

A lesson plan for grades 4–6 Healthful Living

By Bozena Mielczak

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Related pages

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• You go circuit: Station activities centered around the objective of changing levels and manipulating objects.

Related topics

• Learn more about agility, exercise, fitness assessment, flexibility, health, physical education, physical health, and strength.

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Learning outcomes

Students will learn their level of fitness and a variety of exercises, which they can use for development of primary physical fitness skills, if performed with appropriate frequency and intensity.

Teacher planning

Time required for lesson

7 lessons, 40 minutes each

Materials/resources

• tape player
• tape with prerecorded music for particular activities
• optional: physical fitness computer software such as Fitness Reporter
• 2 poles
• 6 tumbling mats
• 4 segment vaulting box
• 2 trampolines
• 3 medicine balls
• incline mat
• sit and reach assessment box
• broad jump mat or measuring tape secured to the floor with a starting tape placed at “0” on the measuring tape
• free standing chin-up bar
• wall chin-up bar
• spinning tub
• physical fitness components poster for lesson introduction
• laminated flashcards with physical fitness components on a whistle ring
• station signs labelled with numbers and a sketch or photo of the activity
• 2 chairs with tied balloons for sit up station

Pre-activities

Equipment of the fitness circuit needs to be set up on the borders of the gym space before the start of each lesson. See this diagram. Pre-recorded tape is used for the whole unit. Teacher runs copies of fitness record card for every student (front and back on ¹/₂ of sheet of paper). My students use small pencil leftovers I get from our art teacher.

Activities

Lesson 1

The lesson objectives are to teach class format and procedures for fitness unit, activities on station, and recording procedure.

Introductory segment

(5 minutes)

1. The students enter the gym and immediately start movement around the gym on the basketball line with the tunes of warm-up music. Routine includes alternating walking with more intensive movement and practicing space awareness by attempting to keep constant spacing from other students while they walk, jog, walk, skip, walk, slide, walk. (3 minutes)
2. Students sit down on their assigned numbers for lesson introduction (5 students in each line facing the information board. This allows for quick check of attendance. The new lesson is introduced. Teacher points out the components of physical fitness on a poster and briefly explains each of them. (2 minutes)

Main segment

(30 minutes)

1. Introduce activities on fitness circuit.
   • Station 1. Push-ups: teacher explains and demonstrates correct body position. Students record number of push ups performed on line 1 of the fitness card.
     All students perform couple of push-ups. Teacher points out incorrect body positions and suggests ways of correcting them.
   • Station 2. Wall sit: sit on imaginary chair with knees bent in a right angle and back supported by the wall. Students record “V” (check) on line 2 of their fitness card, if they managed to hold sitting position for the whole station time. All students learn proper wall sit. Teacher corrects inappropriate body positions.
   • Station 3. Superman: lift arms and legs while laying on stomach. Students record “V” (check) on line 3 of their fitness card, if they managed to hold “Superman” for the whole station time. All students perform Superman. Teacher stresses lifting straight legs, arms and chest off the floor.
   • Station 4. Broad jump: students record distance of their furthest jump from a starting line to their heels on line 4 of their fitness card. All students perform several broad jumps from stationary position with both feet together. Teacher emphasizes jump from stationary position (Students will run for jump take off to increase jumping distance) and precise starting point to determine correct jumping distance.
   • Station 5. Sit and reach: students take turns at the sit and reach box. Students record their stretch on line 5 of their fitness card. Teacher demonstrates and explains sit and reach according to The President’ Challenge procedure. All students sit in pike position, reach as far as they can with extended arms, hands beside each other, and hold for 3 seconds.
   • Station 6. Arm wrestling: students put “V” (check) on line 6. Teacher explains and demonstrates the game. Students lie down on stomach in front of partner and wrestle on teacher signal.
   • Station 7. Jump off the trampoline: students record number of jumps during the station time on line 7 of their fitness card. Students run, hurdle on the trampoline, and land on the mat.
   • Station 8. Pole climbing: students record how many times they touched the top of a pole on line 8 of their fitness card. Teacher explains use of arms and legs for climbing a pole.
   • Station 9. Running high jump: (like a jump shot) students record how many times they touched the board or balloon on line 9. Teacher demonstrates jump with a touch to the basketball board (I don’t jump so high, I just lowered my board). Balloon tied to the board can be used too.
   • Station 10. Leg lifts: students record how many times they lift their knees to chest on line 10 of their fitness card. Teacher demonstrates straight arm hang on the wall bar and lifts of bent legs toward chest.
   • Station 11. Pull-ups/chin-ups on a free-standing chin up bar: Students record number of pull ups on line 11 of their fitness card. Teacher demonstrates full hang and pull up or uses student for demonstration.
   • Station 12. Shuttle run: students record how many times they touched tape on line 12 of their fitness card. Teacher demonstrates running and touching tapes on the floor spaced 30 feet apart. Students try a couple of times.
   • Station 13. Curl-ups: students record how many sit-ups they did on line 13 of their fitness card.
     Teacher demonstrates starting sit-up position, chest lift, and touching a balloon.
   • Station 14. Medicine ball lift: students record how many times they lift a medicine ball on line 14 of their fitness card. Teacher demonstrates the procedure for ball lifts — legs bent apart, stomach pulled in, and arms straight.
2. Overview of the recording method. Teacher passes fitness record sheets and pencils (ask PE managers to do it or have sheets spread out on the side beforehand). Students sit down on assigned numbers. Teacher explains the record sheet and the way students need to record their work. The table on one side is designated for their daily work, the second side is for the teacher to record student’s test scores. Student writes his/her first and last names, teacher’s name, and date of birth.
3. Selecting a partner and assigning a starting station. Students pair up, choose their starting station and sit down under the station sign, which is attached to the wall in station area. They circle the number of their starting station on the fitness record sheet. (This is important for smooth beginning of each following lesson, since some students don’t remember their station even on 6th week).
4. Station activities. If there is time left (not much will be left, if at all), the students can start activities for 30 seconds on each station. Stop after each station and review how and where to record station work.

Closing segment

(5 minutes)
The students sit down for class closing procedure again on their assigned number, Ask PE Managers to collect papers and pencils.

1. Stretch while cooling down in pike position.
2. Discuss personal fitness activities and assessment. Teacher talks about comparing personal scores to the Norms of 50th (health) and 85th (athletic) percentiles for each tested skill and age category. Teacher encourages students to think about personal goals, if they wish to be athletes and their scores are not sufficient for high school and university competitive sports participation.
3. Homework assignment: find a way to modify class fitness activities and do them after school at least every other day.
4. Pick up belongings (jackets, nametags, etc.).
5. Self-assessment on the High Five board located at the exit door. (See article, “Designing your gym class” for description.)
6. PE Super Star slip pick-up. (See article, “Designing your gym class” for description.)

Lesson 2

The lesson objectives are to evaluate abdominal strength and endurance with a sit-up test and a fitness workout.

Introductory segment

Same as Lesson 1. Lesson introduction to curl-up

Main segment

1. Curl-up test
   • Teacher demonstrates curl-up according to The President’s Challenge fitness procedure.
   • Students practice range of motion of curl-ups and technique of a skill.
   • Students pair up with their fitness partner and practice a few curl-ups with partners.
   • Students pick-up their fitness cards and pencils.
   • Partners take a place on the mats, which were set up for fitness circuit and get ready for test. Students take turns and start curl-ups after teacher’s signal. Both partners count numbers of curl-ups silently. After one minute performer’s score is recorded on the teacher side of a fitness card on the curl-ups line.
2. Fitness circuit: Equipment arrangement is the same as in Lesson 1. Teacher plays up-beat music for thirty seconds for each station. This is the first time the students will go through the full fitness circuit and actually record their scores on their fitness cards, so after each station teacher briefly reviews recording method and asks for students’ questions and comments. Rotations will take much longer in this lesson, but it will pay off in following classes. Students rotate to the next station in the same direction as in their warm-up in the Introductory segment. Station numbers are ascending in that direction.
3. Game: If there is time left (depending on the students cognitive and physical level and the teacher’s demonstration and explaining methods), the students play Hinson’s inclusive version of a “Partner Duck, Duck, Goose.” I played this game with some classes, and didn’t have time to play with others. I use this game for fun, but also for reaction time, agility, and speed development.

Game description: Partners are standing at the middle line of a basketball court. They take turns in tapping partner’s shoulder and saying “duck.” After the second round of taps one of them can say “goose.” “Goose” needs to chase partner who is trying to run to the safety line (end of the court) without being tagged.

Closing segment

(5 minutes)

Basically the same as in Lesson 1, except teacher reviews curl-ups and points out 50th and 85 percentile on a fitness chart.

Lesson 3

The lesson objectives are to assess lower back and legs flexibility through the sit and reach test and fitness stations.

Introductory segment

Same as Lesson 1. Lesson introduction to sit and reach assessment and fitness circuit. Teacher briefly talks about importance of flexibility (range of motion in joints) for correct body posture and body positions for all sport skills and health.

Main segment

1. Fitness Circuit. Students pick up their fitness cards and pencils, report to their starting station and start after the signal. Equipment arrangement and assignments are very similar to Lesson 2, so students are familiar with activities, but minor changes in assignment keep students interested. Teacher plays up-beat music for thirty seconds for each station and stops to signal rotation. Rotation and recording should not take more than fifteen seconds by now, so teacher stops music every forty-five seconds.
   • On Station 6 “Arms Wrestling,” the students have the choice to do arm wrestling or ball wrestling (try to pull a medicine ball or basketball away from partner while kneeling) with a partner.
   • On Station 7, the students jump from trampoline to trampoline and land on the mat.
   • Teacher is assessing sit and reach on Station 5.
2. Game. In Lesson 3 there will be more time left for a fitness game. Classes that didn’t play Hinson’s “Duck, Duck, Goose” can do so. The classes that already played this game play partner version of “Snatch the Bacon.”

Game description: Partners facing each other on the middle basketball line with a beanbag on the line. After a signal, students attempt to snatch the bean bag and run to their safety which is behind the ending line on their side of a gym. They are awarded with a point for getting to safety without being tagged by partner. If tagging partner touches person with a beanbag before the safety line, he/she is awarded a point. Students start the game from different positions — pike, criss-cross, with back to partner, lying on back, stomach. After 2 times they rotate to the next partner.

Partner rotation procedure: “Face your partner. Place bean bag on the line. Point to the student on the right side of you — turn to this person and look at his/her feet. If there is nobody on the right side of you — don’t point and don’t turn — say name of the person in front of you and look at his/her feet. Everyone slide to the spot of the feet you are looking at. Turn to your new partner. Assume starting position which is …” This game is for fun, but mostly for reaction time, agility, and running speed.

Closing segment

(5 minutes)

Basically the same as in Lesson 2, but teacher reviews flexibility, sit and reach, and points out 50th and 85 percentile norms on a fitness chart.

Lesson 4

The lesson objectives are to assess upper body strength assessment through the pull-up test and fitness stations.

Introductory segment

Same as Lesson 1. Lesson introduction to upper body assessment and fitness circuit. Teacher briefly talks about importance of upper body strength for all sport skills, safety, and convenience.

Main segment

1. Fitness circuit. Students pick up their fitness cards and pencils, report to their starting station and start after the signal. Equipment arrangement and assignments are very similar as in previous lesson. Teacher plays up-beat music and stops it to signal rotation. Rotation and recording is much smoother by now, so teacher stops music at appropriate time.
   • The students jump from trampoline to trampoline, over a top segment of a vaulting box, and land on the mat.
   • On Station 9, replace high jump with spinning in a spinning tub. This is great activity for trunk/abdominal strength, body awareness, and vestibular stimulation (brain).
   • Teacher is testing on station 11.
2. Game. In Lesson 4, there will probably be more time left for fitness games. Classes that didn’t play Hinson’s “Duck, Duck, Goose” and “Snatch the Bacon,” can do so. The classes that already played these games, play other partner games: Rooster Fight (trying to touch partner’s knees), Tug of War (trying to pull partner over the line), Line Wrestling (trying to knock partner off a line), and trying to pat partner’s hand, while both partners are in push-up position. I like to switch partners frequently for appreciation of different people.

Closing segment

(5 minutes)

Basically the same as in Lesson 2, but teacher reviews upper body strength and points out 50th and 85 percentile norms on a fitness chart.

Lesson 5

The lesson objectives are to assess agility through the shuttle run test and fitness stations.

Introductory segment

Same as Lesson 1. Lesson introduction to agility assessment and fitness circuit. Teacher briefly talks about agility in sport performance.

Main segment

1. Shuttle run procedure practice. Students line up on a sideline of a court. Since equipment will be set up for fitness stations, limited space is available, so students pair up with their fitness partner and line up behind each other to take turns. Teacher places bean bags on the second sideline. Teacher demonstrates procedure according to The President’s Challenge manual. Students practice several times.
2. Fitness circuit. Students pick up their fitness cards and pencils, report to their starting station and start after the signal. Equipment arrangement and assignments are very similar as in previous lesson. Teacher plays up-beat music and stops it to signal rotation. Rotation and recording is much smoother by now, so teacher stops music at appropriate time.
   • The students have a choice on Station 7. They can jump from the trampoline over one vaulting box segment, on the top of two segments, or over two segments. (Set up two sets: trampoline, mat with one segment, and trampoline, mat with 2 segments). Encourage progressing from easy to more difficult.
   • On Station 10, instead of leg lifts, students practice flexed arm hang — a test for muscular endurance.
   • Teacher is testing on station 12.
3. Game. In Lesson 5, the will be less time left, since teacher used time for shuttle run practice. Students play partner games learned in previous lessons.

Closing segment

(5 minutes)

Basically the same as in Lesson 2, but teacher reviews agility, shuttle run, and points out 50th and 85 percentile norms on a fitness chart.

Lesson 6

The lesson objectives are to assess muscular endurance through the flexed arm hang test and fitness stations.

Introductory segment

There is a major change in this lesson. Students enter the gym, immediately sit down on their assigned number, listen for lesson introduction about muscular endurance and flexed arm hang assessment.

Main segment

1. Fitness circuit. Equipment arrangement and assignments are the same as in previous lesson. After the activity on stations, students rotate to the next station after one lap of slow jogging. Emphasize to students high intensity of movement on station and very slow jogging. Students do not record their scores on stations, since fitness circuit will take much longer, because students are jogging during each transition and time on the station could be extended by the time of the flexed arm hang test. Some kids can hold a minute or more. Teacher records test time in her notebook.
2. On Station 12, instead of shuttle run, the students play partner game. Game description: Each partner has a basket with 3 small balls. The objective of the game is to have fewer balls in own basket than an opponent has when the game ends. After the signal, each student takes one ball from own basket and drops it to the opponent’s basket. Only one ball can be moved at the time.
3. Teacher is testing on Station 10.
4. In lesson 6, there will be less time left, but students should still have time to play Hinson’s “True/False” game. Students line up at the middle line facing their partner. One line of students is “False,” the opposite line is a “True” team. Teacher makes a statement (e.g. the solar system has twenty planets or 4 × 5= 20). If it is a true statement, the “true” team flees, while the other team chases and vice versa. Points can be awarded to a whole team or individual players.

Closing segment

(5 minutes)
Basically the same as in Lesson 2, but teacher reviews muscular endurance, flexed arm hang, and points out 50th and 85 percentile norms on a fitness chart.

Lesson 7

The lesson objectives are to assess cardiovascular endurance by running/walking a one-mile distance.

Introductory segment

1. Teacher leads students to the track slowly jogging for warm-up. After light stretch, students are instructed how to take a one-mile run/walk test. Teacher uses monitoring, recording, and scoring method based on facility and own preference.
2. Suggestions:
   • Students receive one drinking straw for each completed lap. Instead of last straw, teacher records time in hand, nametag or masking tape on chest as students pass the finish line.
   • Students receive one dot on their palm with washable marker for each completed lap. Instead of last dot, teacher records time in hand, nametag or masking tape on chest as students pass the finish line.
   • The most accurate method of recording students’ time. Students gets a partner. One partner takes test while second is recording time. The running students start from the starting line and complete appropriate amount of laps for a mile (5 laps on my track). The recording partners are sitting at the finish line. Teacher is calling time for each runner passing the line indicating completed lap on the track. Recording partners write time of each completed lap of his her partner on the time card. Teacher collects cards and students switch roles.
3. Students who finish their assessment first can play small group games such as Base Runner, Kickball for 3, etc. Most of the time, the students just walk around while recovering from the test.

Closing segment

Teacher reviews cardiovascular endurance, and points out 50th and 85 percentile norms on a fitness chart. Class walks back to the building.

Assessment

• Teacher enters test scores to computer in order to compile fitness information on each student, print individual reports, awards if possible, make analyses of fitness level of student population and adjust class instructions to target the weak areas.
• Teacher sends information letter to parents, summary of students fitness scores, and homework worksheets (upper body example) for students scoring below 50th percentile in particular skill.
• After each class, while leaving the gym, students assess their performance by giving themselves either high five (green hand), medium five (yellow hand) or low five (red hand) located on the wall at the door. See Designing your gym class for more information.

Supplemental information

Modifications

Adaptation during the warm-up for the students with limited mobility: students perform warm-up at their pace on the inside circle, station assignments need to be modified based on need of particular student.

Comments

All the stations can be modified, different equipment can be used for certain body area development. I use equipment I have. Order of my stations was determined to a large degree by the convenience of set-up since I teach all the grades each day and younger grades need different equipment and its set up for their lessons. Ideally, two stations developing the same part of body should not follow each other, but location of my storage, permanent bars, etc. determined my imperfect station order.
Do not expect accurate recording of a station work. When I enter test scores to computer weekly, I check the students’ side of a card and briefly address recording errors during the next class. The idea of recording student score is motivating for the students to do better.
The day schedule, SCOS, lesson objectives, skills to be practiced, safety rules, cognitive information, rubrics, homework assignment, and new vocabulary are posted on the boards in front of the students.
During the class, teacher hands out the cloth pins (total 5) to students who excel in rolling technique or effort. The pins are exchanged for the PE Super Star kept in clear plastic shoe storage pouches hanging on the PE office door.