Anaerobic Capacity Circuit

Overview

This lesson is lesson 4 of 6 in the “Cross-Country Circuit Challenge” unit. Students will learn and practise short, high-intensity anaerobic stations using safe technique, controlled breathing, and timed effort, building on previous lessons’ warm-up routines and pacing awareness.

Learning intentions

WALT: Learn exercises that boost anaerobic fitness using timed high-intensity intervals.

Success criteria

• I can complete a high-intensity effort at each anaerobic station for the full interval.
• I can use safe body positions (ready stance, stable landing, controlled movement) at all stations.
• I can manage effort by staying within my target intensity during each interval.
• I can reflect on how my heart rate and breathing changed after the circuit.

Curriculum links

• Te Mātaiaho Health and PE — Movement skills (Athletics/Running-related conditioning): develop movement performance through training methods and sustained effort during physical activity.
• Te Mātaiaho Health and PE — Movement skills (e.g., athletics connections): understand how specific training methods improve fitness components (anaerobic capacity).
• Health and PE learning: apply safety practices during physical activity and participate responsibly with others.
• Key competencies: Thinking (planning effort and timing), Self-management (managing intensity and recovery), Relating to others (supporting peers safely).

Lesson structure (45 minutes)

1. 0–5 min · Hook + safety check. Teacher explains today’s focus: short bursts that feel hard, then recover; reviews quick safety reminders (space, stop signal, no pushing, good landing control). Students complete a 1-minute easy jog or marching in place, then signal “ready” on teacher count.

2. 5–12 min · Warm-up for anaerobic work. Teacher leads dynamic warm-up: ankle hops, high knees (slow build), arm swings, hip hinges, and 2 x 20-second accelerations with full rest. Students follow and self-check: “I am warm, my breathing is up, and my joints feel ready.”

3. 12–20 min · Direct teach: station cues. Teacher demonstrates 3–4 anaerobic stations (chosen for equipment/space), giving one clear technique cue per station and one safety cue per station. Students practise each movement for 20–30 seconds at low intensity, focusing on correct form and controlled rest.

4. 20–33 min · Anaerobic circuit (3 rounds). Teacher sets up 4 stations around the space, with timing visible (e.g., timer on screen/phone) and a clear transition routine; explains interval structure: hard effort → brief recovery → move. Students rotate through all stations for 3 rounds, completing each station at high intensity within their assigned level.

• Station examples (adapt to your space):
• Station A: Sprint relays (10–12 m). Explode to a line and back/hand-touch, then recover.
• Station B: Jump/plyo bursts (low-impact option available). Fast, controlled jumps with stable landings; or quick step-backs if needed.
• Station C: Shuttle sprints (zig-zag). Quick changes of direction over short markers with safe deceleration.
• Station D: Push-up or incline push burst (time-limited). High-quality reps at an intensity target (progress to floor, or keep at incline).

5. 33–40 min · Heart rate tracking (before/after). Teacher sets a quick, consistent method: find pulse (wrist or neck), count for 15 seconds, multiply by 4 (or use the school routine), then repeat after the circuit. Students track: heart rate before the circuit (baseline), then heart rate after the final round; record in a simple sheet.

6. 40–45 min · Cool-down + reflection. Teacher leads light jogging/walking and static stretching (calves, hamstrings, quads) with calm breathing cues. Students complete a 2–3 sentence exit reflection: “What station was hardest, how did my breathing change, and what did I do to recover?”

Resources

• Cones/markers for 10–12 m lanes and shuttle lines
• Visible timer (teacher phone/projector or wall clock)
• Heart rate tracking sheet (print or digital) with “before/after” lines
• Clipboards or pens for student recording
• Stop signal (whistle/clap) and defined transition zone
• Optional: instructional video clips for each station (teacher-created or pre-selected)
• Mats (optional) for incline push-ups or low-impact plyometrics
• Bibs or pinnies for groups/rotations

Assessment

• Teacher observation checklist during the circuit: safe technique, correct effort level, and on-task participation at each station.
• Formative prompts: “Show me your set position,” “What’s your next recovery plan?” during transitions.
• Exit reflection (quick written or verbal): includes at least one statement about effort, breathing, and heart rate change.

Differentiation

• Support (scaffold intervals and intensity):
• Provide Level 1: shorter hard effort (e.g., 15–20 seconds) with longer recovery.
• Offer technique micro-cues on station cards (e.g., “land soft, chest up”).
• Allow low-impact alternatives for jumping/shuttles (fast steps instead of hops).
• On-time challenge (same station, different targets):
• Level 2: full interval hard work with standard recovery.
• Students who need more support may reduce distance (shorter sprint/shuttle) while keeping the same effort quality.
• Extension (advanced learners):
• Students choose an “effort upgrade” option: slightly longer sprint distance, more reps at the push station, or reduced recovery time while maintaining form.
• Extension recording: compare heart rate change and state whether recovery felt slower/faster than expected, with one reason.

Extension (optional)

• Heart rate challenge: students estimate their target zone using baseline, then compare how close their “after” heart rate was to their prediction.