Fitness Focus Session

Year Level

Year 11 (New Zealand Curriculum Phase 5: Navigating pathways and developing agency to help shape the future)

Duration

50 minutes
Class size: 10 students

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WALT (We Are Learning To)

• Assess our personal physical fitness levels using reliable and standardized testing methods.
• Develop and produce a personalised exercise plan based on assessment results.
• Implement the exercise plan and measure progress towards fitness goals using specific monitoring techniques.

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Curriculum Alignment

Learning Area: Health and Physical Education
Achievement Objective(s):

• Personal Health and Physical Development: Students understand the importance of personal fitness and are able to apply physical fitness assessment techniques and goal-setting to enhance health and well-being.
• Movement Concepts and Motor Skills: Students analyse and apply fitness and movement strategies to support their fitness goals.

Key Competencies:

• Thinking: Critically assessing own fitness data and applying it to personalised plans.
• Self-Management: Developing and implementing exercise plans.
• Relating to Others: Collaborating with peers during fitness assessment rotations.
• Using Language, Symbols, and Text: Recording and interpreting fitness data.

Critical Focus for Year 11 (Phase 5):
Navigating pathways and developing agency to help shape the future by making informed choices about fitness and well-being based on accurate personal assessments .

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Success Criteria

Students will be able to:

• Conduct and record results from multiple standardized fitness tests including endurance, strength, flexibility, and cardiovascular fitness.
• Identify personal fitness strengths and areas requiring improvement.
• Develop a SMART personal exercise plan aligned with fitness test outcomes.
• Implement the plan by setting realistic short-term goals and using regular monitoring mechanisms.
• Reflect on progress and make adjustments based on ongoing assessment results.

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Resources and Materials

• Fitness testing equipment: stopwatch, measuring tape, mats, cones, resistance bands, handgrip dynamometer (if available), step platform
• Personal fitness recording sheets (dyslexia-friendly design: clear fonts, larger text, colour coding)
• Pens and clipboards
• Space for circuit rotation stations (gym or outdoor court)
• Guidance sheets explaining test protocols succinctly with simple language and images

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Lesson Breakdown

1. Introduction and WALT explanation (5 minutes)

• Brief overview of the objectives aligned to NZ Curriculum Refresh focus on personal agency and informed decision-making in fitness.
• Discuss importance of reliable fitness assessment to inform personal exercise plans and health outcomes.
• Introduce success criteria.

Differentiation: Provide dyslexia-friendly handout summarising key points.

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2. Fitness Test Stations Circuit (20 minutes)

Students rotate in small groups (2-3) through these stations to conduct peer-assessments using standardized tests:

• Endurance: 3-minute step test or shuttle run
• Strength: Handgrip strength test or push-up test (maximum repetitions in 1 min)
• Flexibility: Sit and reach test
• Cardiovascular Fitness: Resting heart rate and recovery heart rate measurement post-exercise

Assessment: Students record their own and their peer's results accurately on provided sheets.

Differentiation:

• Extra support staff or peers assist students needing help in understanding test protocols.
• Option for alternative tests (e.g., wall sit instead of push-ups) to accommodate injuries or ability levels.

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3. Data Analysis and Discussion (10 minutes)

• Students pair up to compare results and discuss individual strengths and weaknesses.
• Guided question prompts:
  • Which areas are your strongest?
  • Where do you think improvement is needed?
  • How reliable do you think these tests are for understanding your fitness?
• Discuss how these assessments will shape their personal exercise plans.

Success Criteria: Students articulate strengths and improvement areas linked to assessment data.

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4. Personal Exercise Plan Development (10 minutes)

• Using templates and guided scaffolds, students create a personal exercise plan that targets weaker fitness areas while maintaining strengths.
• Include SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals.
• Plan exercises, frequency, and progress tracking methods.

Extension for advanced learners: Students incorporate periodization principles or sport-specific components in their plans.

Differentiation: Use visual planners and sentence stems for writing goals (e.g., “I will improve my cardiovascular fitness by...”).

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5. Wrap-up and Reflection (5 minutes)

• Students share one goal and one method they will use to monitor progress.
• Teacher explains importance of consistent implementation and monitoring toward their fitness goals.
• Reinforce class expectations of self-management and reflective practice.

Success criteria: Students demonstrate understanding of goal-setting and progress monitoring.

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Assessment and Feedback

• Formative assessment through observation during fitness tests and discussions.
• Peer feedback on recorded data accuracy.
• Review of personal exercise plans for alignment with test results and SMART goal criteria.
• Ongoing self and teacher reflection encouraged throughout unit.

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Differentiation and Inclusive Strategies

• Provide dyslexia-friendly reading options: clear fonts, colour coding on materials, use of bullet points, simple language.
• Hands-on learning and oral explanations support varied learning preferences and needs.
• Scaffolds such as templates and sentence starters support writing tasks.
• Flexible grouping allows for peer support and varied ability collaboration.
• Alternative testing protocols and options acknowledge physical diversity and injury considerations.

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Extensions for Advanced Learners

• Design a progressive 6-week exercise plan incorporating periodization principles.
• Analyze the scientific basis of tests used and suggest improvements or alternatives.
• Track progress over time using digital apps or spreadsheets, interpreting trends with statistical tools.

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This lesson directly supports Year 11 students to develop health literacy, personal responsibility, and physical competence in line with the New Zealand Curriculum Refresh, fostering agency and preparing them to make informed life choices about personal fitness .