Create a lesson on the topic of Measuring Skill Related Components of Fitness

Learning Intention: explain how to measure and improve each fitness component through specific activities.

Create a do it now activity on the skill related components of fitness to start the lesson

During the lesson:

How can the skill-related fitness components be measured?
How can the skill-related components of fitness be maintained and improved?

Skill-related fitness components are crucial for optimum sporting performance, so it is important that they be maintained and improved. The key to developing muscular power is completing explosive efforts. This can be done through plyometric training. When completing these activities, you should always start with low-impact activities such as skipping and build up to higher impact activities such as the hop, step and jump.

To develop speed you need to work at maximal intensities over shorter distances, but also focus on technique.

The key to developing agility is combining speed training with changes in direction such as weaving around cones.

Improving coordination, balance and reactions generally need to be more specific to the sport. For example, a rugby player requires hand-eye coordination, but a soccer player requires foot-eye coordination. These are best developed using sport-specific drills; for example, a 100-metre sprinter might practise both balance and reaction time by performing drills using starting blocks where their focus might be balance on the blocks and a quick and efficient reaction to the starting signal.

DISCUSSION

Why do you think speed is described as the most important skill-related component? Do you agree or disagree?
How might a person with strong coordination have an advantage in activities that require both hands and feet?
What is one way you could build balance into your daily routine without needing equipment?

Worksheet: Analysing skill-related fitness components

Practical activity: Measuring power using the vertical jump test
Practical activity: Measuring agility using the Illinois agility test
PRACTICAL ACTIVITY: MEASURING COORDINATION USING THE ALTERNATE BALL TOSS
Practical activity: Measuring reactions using the Latham reaction time test
Testing balance
Practical activity: Training power — plyometrics
Practical activity: Training agility — agility circuit
Training speed — speed training

Year 8 Health - Skill Related Components of Fitness

Duration: 50 minutes
Class size: 30 students

Learning Intention

Students will explain how to measure and improve each skill-related component of fitness through specific activities aligned with the NSW PDHPE syllabus.

NSW Curriculum Links

Stage 4: Years 7 & 8 - Health and Physical Education Outcomes

PHe-4: Communicates and works cooperatively to plan, perform and evaluate movement sequences that improve their own and others’ performance.
PHe-6: Explains the significance of physical activity and its impact on wellbeing.
PHe-10: Analyses how participation in physical activity influences the development of an individual’s fitness and skills.

This lesson aligns with NSW PDHPE Syllabus outcomes for Years 7-8 focusing on movement skills, fitness components, and applying strategies to improve physical performance.

Materials Needed

Cones for agility tests
Vertical jump measurement device or a wall with measuring tape
Stopwatch or timer
Tennis or small balls for coordination test
Marked area for Illinois agility test
Equipment for reaction time test (or stopwatch and ruler alternative)
Worksheets for skill-related fitness analysis

Lesson Outline

1. Do It Now Activity (5 minutes)

Task:
Write down or discuss what the six skill-related components of fitness are.

Power
Speed
Agility
Balance
Coordination
Reaction time

Purpose: Activate prior knowledge and set the focus for the lesson.

2. Introduction and Explanation (10 minutes)

Teacher-led Discussion:

Define each skill-related fitness component.
Explain how each can be measured (refer to the table below).

Component	Measurement Method
Power	Vertical jump test
Speed	Sprint test
Agility	Illinois agility test
Reactions	Latham reaction time test
Balance	Stork stand test or standing balance test
Coordination	Alternate ball toss

Content Note: Clear instructions with images or demonstrations of each test should be provided.

3. Developing and Improving Skill-Related Fitness (10 minutes)

Key Teaching Points:

Power: Explosive efforts through plyometric training (start low impact like skipping, progress to hop, step and jump).
Speed: Work at maximal intensity over short distances; focus on technique.
Agility: Combine speed and directional changes (weaving around cones).
Coordination, Balance, Reactions: Sport-specific drills; example: rugby hand-eye hand coordination, soccer foot-eye coordination; sprinters use starting blocks for balance and reaction.

4. Class Discussion (8 minutes)

Facilitate critical thinking with questions:

Why might speed be considered the most important skill-related component? Do you agree or disagree? Explain your reasoning.
How can strong coordination give an advantage in activities requiring hands and feet?
Suggest one way to build balance daily without special equipment.

Encourage students to share personal experiences or sports they play.

5. Practical Activities (15 minutes)

Split students into small groups (up to 6 per group) to rotate through stations:

Power: Measure vertical jump - mark the highest reach, jump, and reach again. Record difference.
Agility: Perform Illinois agility test - timed weaving through cones.
Coordination: Alternate ball toss - throw and catch a ball with alternating hands, count successful tosses in 30 seconds.
Reaction Time: Latham reaction time test - ruler drop test or digital alternative.
Balance: Stork stand test - stand on one leg, time the duration before loss of balance.
(Optional for time, or demo) Speed training tips and plyometric drills

Teacher Role: Supervise stations, provide guidance on correct test protocols and scaffold understanding.

6. Plenary / Reflection (2 minutes)

Ask students to summarise:

One new way to measure a skill-related fitness component.
One activity they can do at home or in sport to improve a specific fitness component.

Assessment

Observation of student participation and technique during tests.
Completion of worksheet analysing their own skill component results and suggesting improvement strategies.
Participation in discussions demonstrating understanding of importance and application of skill-related fitness.

Worksheet Overview (to be handed out or digital)

List the six skill-related fitness components.
Record scores at each practical station.
Analyse which components you are strongest and weakest in.
Suggest individual training activities to improve any weak components.
Reflect on how these would help in your sports or physical activities.

Additional Teacher Notes

Encourage safe practice and warm-up prior to physical testing.
Adapt activities for varying ability levels ensuring all students can participate safely.
Use formative questioning throughout for engagement and checking understanding.
Link explanations and practical activities back to real-life sports and health outcomes familiar to students.

Summary

This lesson challenges Year 8 students to actively engage in understanding, measuring, and improving the six skill-related fitness components, explicitly fulfilling NSW PDHPE curriculum requirements. Practical activities combined with discussion enable inclusivity and cater to kinaesthetic learners, matching the teaching style of combining theory and active participation.

References

NSW PDHPE Syllabus Stage 4 outcomes: PHe-4, PHe-6, PHe-10
Vertical jump test, Illinois agility test, Latham reaction time, Stork stand test and ball toss method details from provided reference image

Skill Fitness Focus

Teaching Instructions