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Setting fitness goals

Measuring Your Fitness

Possible Learning Activities

Completing a Fitness Circuit

The students could spend four minutes on the circuit, with half the class starting at any point on circuit A and the other half starting at any point on circuit B. Suggested circuits are illustrated below. 

When the students have completed the fitness circuit, they list any changes they notice in their bodies, for example, heart beating faster, sweating, skin turning red, faster breathing, or a feeling of tiredness. They then self-assess their fitness level by taking their place on a continuuni marked out on the ground by five cones.

Over the next few weeks, the students can repeat the circuit on a regular basis. After at least two weeks, ask them to make a second list of the changes they notice in their bodies when they have just completed the circuit. Immediately after this, ask them to self-assess their fitness level by taking a place again on the same continuum.

After the students have completed this fitness assessment, place them in small groups. Each group should include at least one student from each of the five fitness levels. In their groups, the students establish how regularly each group member takes physical exercise.

The students then discuss the following questions within their groups:

  • What do you notice about the performance of the students who regularly take part in several physical activities?
  • What do you notice about the performance of the students who participate in very few physical activities?
  • How does the students‘ level of fitness affect the way they can perform physical activities?

Using pens and a large sheet of paper, each group can record their findings and share them with the rest of the class to reach an agreed understanding, for example, “the fitter I am, the easier it is to do physical activity". They can then each rate how they felt when they completed the fitness circuit by using an energy tank symbol.

Ask the students to think about another time when they felt like this. Ask them:

  • What were you doing at the time?
  • What could you do so that you feel better or find it easier to participate next time?
  • Do any other people you know exercise regularly? What do they do?
  • In what ways do you think that this exercise might help them in everyday activities?
  • Do we need to plan time to exercise regularly?

During class discussion, develop the idea that doing some regular activity improves energy levels and makes daily tasks easier. Each student can then make a personal chart of their own fitness level, set fitness goals, and devise a plan for meeting them.

Each student can think about how they could set up their own fitness routine, where they could set it up in a safe place, and how they could share that routine with a friend. Ask the students to identify an adult who could monitor their progress regularly.

Planning to meet fitness goals


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