Assessing Fitness Levels

Overview

This 60-minute lesson introduces Year 11 students to baseline fitness assessments as the first part of the unit "Fitness Journey: Personal Growth." Students will engage in practical activities to measure cardiovascular endurance, muscular strength, flexibility, and body composition using reliable methods. They will record and reflect on their results to begin their personal fitness journeys.

The lesson aligns with the New Zealand Curriculum Refresh for Health and Physical Education for years 9-11 (Phase 4), focusing on navigating pathways and developing agency for shaping the future. It integrates key competencies including managing self, thinking, and participating and contributing.

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Learning Objectives (WALT)

• WALT: Conduct valid baseline fitness assessments to evaluate personal physical fitness components.
• WALT: Record and interpret fitness data to identify areas for personal growth.
• WALT: Reflect on initial fitness status as the foundation for developing a personalised fitness plan.

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Curriculum Links

• Health and Physical Education Learning Area:
  • Purpose: Enable students to understand and take responsibility for their physical well-being.
  • Achievement Objectives:
    • Understand and apply concepts related to personal fitness and well-being.
    • Develop skills in assessing and managing their physical fitness to enhance health outcomes.
• Key Competencies:
  • Managing Self: Planning and conducting personal assessments, setting goals.
  • Thinking: Analyzing fitness data to identify personal strengths and areas for growth.
  • Participating and Contributing: Encouraging peer support and sharing reflections.
• Progress Outcome (Year 9-10 phase continuity): Students demonstrate purposeful and resilient approaches to personal fitness and health management, increasingly taking ownership of their fitness journeys .

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Success Criteria

• Students accurately complete at least four baseline fitness tests.
• Students record their test results clearly and systematically.
• Students use assessment data to reflect honestly on their physical fitness state.
• Students identify at least one personal fitness goal or area for improvement.

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Resources

• Stopwatch or timer
• Mats for flexibility tests
• Measuring tape
• Body composition tools (e.g., skinfold calipers or bioelectrical impedance device if available)
• Fitness assessment sheets/digital forms (dyslexia-friendly font, clear layout)
• Water bottles, first aid kit

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Lesson Breakdown (60 minutes)

1. Introduction & Learning Intentions (10 mins)

• Activity: Brief class discussion on the importance of knowing one’s baseline fitness (cardiovascular endurance, strength, flexibility, body composition).
• Explain the WALT and success criteria.
• Highlight how this assessment is the foundation for their personal growth journey in fitness.

2. Conducting Baseline Fitness Tests (35 mins)

• Divide class into 3 small groups for rotation through stations:

  Station	Test Type	Estimated time per student	Differentiation notes
  Station 1	3-minute step test or beep test for cardiovascular endurance	8 min	Provide modifications or lower step height for diverse physical abilities
  Station 2	Push-up test for upper body strength	8 min	Allow knee push-ups or wall push-ups if needed
  Station 3	Sit-and-reach test for hamstring flexibility	6 min	Use boxes with visual tape markers; demonstrate proper form
  Station 4	Body composition measurement (skinfold or BMI calculation)	6 min	For students uncomfortable or unable, provide BMI alternative or skip with alternative reflection

• Students record their results using structured forms with dyslexia-friendly fonts and spacing.

3. Data Recording & Reflection (10 mins)

• Students input or fill in their scores in their fitness journey booklets or digital device.
• Guided reflection questions:
  • What do these results tell you about your current fitness?
  • Which areas are your strengths?
  • Which areas could you focus on improving?
• Teacher facilitated discussions to encourage goal-setting.

4. Wrap-Up & Extension Task (5 mins)

• Summarise the importance of baseline assessments.
• Extension Activity: Students who finish early or advanced learners can research how factors like nutrition or sleep impact the fitness components assessed and prepare a short presentation/poster for next lesson.
• Homework: Record one physical activity session they do in the next week and note how it felt (to encourage mindfulness of fitness).

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Differentiation Strategies

• Physical: Modified test options for students with injuries or disabilities.
• Cognitive: Provide clear step-by-step instructions and demonstrations; visual cues on assessment sheets.
• Reading: Use dyslexia-friendly fonts and layouts for reading materials; provide oral instructions and opportunities for peer support.
• Engagement: Use real-life examples linking fitness assessments to improved performance in sports or daily life to motivate students.
• Advanced learners: Extension activity on research into factors influencing fitness and their own fitness profiling using apps or technology.

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Assessment

• Formative assessment through observation of correct test technique.
• Review of students’ recorded data for completeness and accuracy.
• Reflection quality assessed via teacher questioning and written/oral responses.
• Inform next lessons based on baseline data to support personalised fitness programming.

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By focusing on valid fitness testing, personal recording, and reflection, this lesson supports students in developing agency over their physical well-being, in line with the New Zealand Curriculum’s refreshed Health and PE learning area emphasis on personal growth with strong capabilities for lifelong learning and well-being.

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If you would like, I can provide a printable student handout with dyslexia-friendly formatting for the fitness tests and reflection prompts. Would you find that helpful?