Fitness Infographic Workshop

Overview

In this 60-minute workshop, students complete and refine a one-page infographic explaining two fitness components and their links to touch rugby and a sport of choice, such as swimming. Building on practical lessons and previous game-sense learning, students use evidence, peer conferencing and teacher feedback to strengthen cause-and-effect explanations.

Learning intentions

Students will:

• explain two health-related or skill-related fitness components accurately
• connect each component to a touch rugby action, rule or tactic
• compare how the components are used in another sport
• use peer and teacher feedback to improve clarity, accuracy and presentation

Success criteria

• I can accurately explain two fitness components using appropriate terminology.
• I can link each component to a specific touch rugby action, rule or tactic.
• I can explain how each component is used in another sport.
• I can use feedback to improve the evidence and layout of my infographic.

Curriculum links

• Analysing changes and transitions and devising strategies to support self and others: students use feedback and reflection to improve their learning and communicate supportively.
• Planning and implementing strategies using health resources: students select and organise practical evidence to communicate information that promotes fitness, safety and wellbeing.
• Communicating assertively and respectfully: students practise respectful peer conferencing and give specific, constructive feedback.
• Analysing factors influencing emotional responses and self-managing emotions: students respond positively to feedback, manage frustration and identify strategies for completing a challenging task.

Lesson structure (60 minutes)

1. 0–5 min · Hook and purpose. Display the opening hook and lesson purpose and ask: “How could one fitness component change the way a player performs during a touch rugby game?” Students silently identify one touch rugby action and share an initial connection with a partner.

2. 5–12 min · Success criteria and model. Use the exemplar infographic and success criteria to unpack the required features: two clearly named components, definitions, touch rugby links, another-sport link, evidence and readable design. Teacher models improving a weak statement, such as “Agility helps in touch rugby”, into a cause-and-effect explanation: “Agility helps a player change direction quickly to avoid a defender and create space.”

3. 12–20 min · Planning and evidence check. Distribute the infographic planning and drafting template. Students choose two components and record a definition, a touch rugby example, a relevant rule or tactic, an example from another sport and evidence from practical lessons. Teacher conferences with students who need help selecting accurate examples and checks that claims are specific rather than general.

4. 20–35 min · Independent infographic completion. Students complete or refine their one-page infographic using the worksheet as a planning scaffold and their own notes from practical lessons. The deck displays the infographic design checklist and cause-and-effect sentence stems. Teacher circulates, monitors progress and provides brief formative feedback on accuracy, links and use of evidence.

5. 35–47 min · Peer conference. Explain the feedback routine using the peer-conferencing steps and feedback prompts. In pairs, students take turns presenting their draft while the partner identifies one accurate connection, asks one clarifying question and gives one actionable suggestion. Students record the feedback and make at least one revision. Remind students to use respectful language such as “This is clear because…” and “You could explain…”

6. 47–56 min · Final refinement and sharing. Students apply feedback, improve their layout and check spelling, labels and cause-and-effect explanations. Invite several students to share one strong connection; classmates identify the fitness component and explain why the link is convincing. Use the final checklist and sharing prompts to keep responses focused.

7. 56–60 min · Exit reflection. Display the plenary reflection questions. Students submit their infographic or progress draft and complete a brief oral or written response: “One fitness component I understand better is… It supports this touch rugby action because…” Teacher previews that the next lesson will use these explanations to inform practical fitness and game-sense activities.

Resources

• the Fitness Infographic Workshop slide deck
• the infographic planning and drafting template
• Student notes and evidence from previous practical lessons
• Infographic exemplars, including one annotated model
• A4 paper or digital infographic tool
• Coloured pencils, rulers and pens
• Timer and board/projector
• Teacher feedback checklist

Assessment

• During planning and drafting, check that each student has selected two appropriate components and can explain accurate links to touch rugby and another sport.
• Use conferencing and observation notes to monitor students’ use of evidence, cause-and-effect language, respectful peer feedback and response to advice.
• Collect the infographic or draft and use the success criteria to provide formative feedback on accuracy, specificity, comparison and communication. The exit response provides a quick check of individual understanding.

Differentiation

• Provide the structured worksheet, a word bank of fitness components and sentence starters such as “This component is important because…” and “In touch rugby, it helps a player to…”.
• Offer annotated exemplars, speech-to-text, reduced writing demands, additional processing time and teacher conferences for students requiring literacy, executive-function or motor support.
• Allow students to produce a handwritten or digital infographic and use labelled diagrams, icons or brief recorded explanations alongside written text.
• Pair students strategically for peer conferencing and explicitly model respectful feedback. Support EAL students with visuals, pronunciation of key terms and opportunities to rehearse explanations orally before writing.
• Extend students by comparing health-related and skill-related components, evaluating which is most important in a selected touch rugby situation and justifying their judgement with practical evidence.