Activity and Wellbeing

Overview

In this lesson (lesson 4 of 9), students explore how physical activity supports both physical health and emotional wellbeing. They practise using accurate PSHE language to discuss the effects of activity, plan a realistic activity goal, and reflect on how movement can help with stress and mood.

Learning intentions

• Students will understand how physical activity can promote wellbeing and help combat stress.
• Students will identify links between being inactive and ill-health, including cardiovascular ill-health.
• Students will describe how exercise can affect emotions such as stress, mood and self-confidence.
• Students will apply learning to make a short, achievable personal activity plan.

Success criteria

• I can explain two ways physical activity benefits the body and two ways it can benefit my mind.
• I can use PSHE vocabulary (e.g. “cardiovascular”, “stress”, “wellbeing”, “inactive”, “active”) accurately in my discussion.
• I can recognise barriers to activity and suggest solutions.
• I can complete a personal “next step” goal and reflect on how it might feel.

Curriculum links

• Physical health and fitness: physical activity promotes wellbeing and combats stress.
• Physical health and fitness: characteristics of a healthy lifestyle, including links between inactivity and ill-health such as cardiovascular ill-health.
• PSHE discussion and reflection: using accurate, straightforward language appropriate to students’ understanding.

Lesson structure (60 minutes)

1. 0–5 min · Emotional check-in & routine start. Teacher models a quick scale (0–10) for current stress and asks one prompt: “What would help you feel a bit calmer today?” Students mark their number on a personal card and choose one support option (e.g. water, quiet start, breathing, movement).

2. 5–15 min · Retrieval & vocabulary activation. Teacher displays three prompts and runs a short “think–write–share” (no hands up) using sentence stems: “Last time we learnt that…”, “One way to be healthy is…”, “If someone is inactive, they may…”. Students complete 3 brief answers; teacher circulates and targets key Tier 2/3 vocabulary using a Frayer-style quick reminder (stress, wellbeing, inactive, cardiovascular).

3. 15–25 min · Direct teach: body + mind connections. Teacher uses a simple two-column visual: “Body benefits” and “Mind/emotional benefits”, keeping explanations short and factual. Students sort statement cards into the correct column (e.g. “improves heart health”, “supports mood”, “can reduce stress”, “being inactive can raise risk of cardiovascular ill-health”).

4. 25–35 min · Guided discussion: stress, mood and coping. Teacher introduces a realistic scenario: “After school, you feel tense and restless. You could scroll your phone for hours, or you could do a short activity.” Students discuss in pairs using stems:

• “When I am stressed, activity can… because…”
• “A safer choice for wellbeing is…”
• “An alternative if I can’t do exercise is…” Teacher listens for accurate reasoning and corrects misconceptions gently.

5. 35–45 min · Movement break (low-barrier, SEMH-friendly). Teacher leads a 6–8 minute routine: seated mobility, wall-sits (optional), marching, shoulder rolls, and a short breathing reset. Students follow at their own level and use a stop-signal. After movement, they record one observation: “My body feels…” and “My mind feels…” using word banks (calmer, energised, focused, restless).

6. 45–55 min · Personal planning: a realistic activity goal. Teacher provides a “2-week micro-plan” template with choices: walking, skipping (adapted), stretching, sport training, or active travel. Students complete:

• Goal (e.g. “I will do 10 minutes walking, 3 times a week”)
• Barrier + solution (e.g. “If it rains, I will do indoor stretching”)
• Emotional check: “I think I will feel…” and “If it doesn’t, I will try…”

7. 55–60 min · Exit ticket & retrieval wrap. Teacher asks two quick questions on the board; students answer independently:

• “Name one physical benefit and one emotional benefit of activity.”
• “One word we used today that links activity to wellbeing is…” Teacher collects for formative assessment.

Resources

• Emotion scale cards (0–10) and stress-support choice list
• Statement cards for sorting (body vs mind)
• Two-column visual (Body benefits / Mind benefits)
• Frayer-model vocabulary cue cards (stress, wellbeing, inactive, cardiovascular, active)
• Discussion stem strip for pairs
• Word bank for feelings after movement
• “2-week micro-plan” template (printed or digital)
• Stop-signal cue and timer for movement activity

Assessment

• Observe accuracy during sorting and discussion (correct use of vocabulary and reasoning).
• Check the movement reflection for link-making between physical activity and emotional state.
• Exit ticket: confirm each student can name one body and one mind benefit, using at least one target vocabulary word.

Differentiation

• Support: provide sentence starters, word banks, and a partially completed micro-plan for students needing extra scaffolding; allow 1:1 coaching during sorting and planning.
• Support for reading needs: teacher reads scenario cards aloud; offer pictorial cues for statements (heart/energy icon, calm/mood icon).
• Extension: ask some students to add “barrier prevention strategies” (e.g. time scheduling, buddy systems, choosing low-stress activities).
• EAL/SEN: offer vocabulary cards with simplified definitions and an example sentence; accept non-verbal options in the sort task (e.g. pointing to categories) while still capturing answers in brief writing or oral response.