Free Resource
A complete, ready-to-teach program with 12 lessons, reflection prompts, SMART goals, training principles, and built-in app integration. Aligned to AU, UK, USA, NZ, IB, and more.
6 weeks · 2 lessons per week · 12 lessons total
What is fitness and why do we test?
Establish baseline data across all components
Read your data and set SMART goals
Learn training principles and practise
Retest, compare, and see your growth
Analyse, reflect, celebrate, and report
Every lesson includes setup, warm-up, activities with full facilitation notes, differentiation, and a reflection prompt.
Week 1 · Foundation · 50 min
Students explore the 8 components of fitness through a hands-on card sort and movement stations. By the end, every student can name all 8 components and give a real-world example of each.
Hand out a 4x4 bingo card with quick fitness activities (e.g. 10 star jumps, balance on one foot 10 sec, touch your toes). Students move around completing activities and getting a partner to initial each square. First to complete a row wins. This gets everyone moving and introduces the idea that fitness has many different aspects.
Support students
Give these students a pre-sorted example set (4 of the 16 cards already placed correctly) so they have a model to follow. Pair with a stronger student.
Advanced students
Challenge them to explain WHY each activity fits its component using correct terminology. Ask: 'Could this activity fit under a different component? Why or why not?'
Pre-assessment reflection: students write in the app notes field — 'What do I already know about fitness components? What am I unsure about?' This becomes their baseline knowledge snapshot.
Students open the Tests tab, browse each category, and identify which component each test measures. Ask them to find at least one test per component. This previews the tests they will do in Weeks 2 and 5.
“Which fitness component do you think is your strongest? Your weakest? Why do you think that?”
Week 1 · Foundation · 50 min
Explore the purpose of fitness testing: establishing baselines, tracking progress, and building self-awareness. Students set up their app profile and understand why normative data matters.
Mark a line across the gym (or use an existing line). One end = 'Strongly agree', other end = 'Strongly disagree'. Read statements: 'I know what my fitness level is', 'Fitness testing is useful', 'I can name 5 fitness components', 'Being average is bad'. Students physically position themselves. Great for seeing prior knowledge and sparking discussion.
Support students
Pre-fill 'My Profile' cards with each student's name, DOB, and gender. They just copy from the card into the app. Have a helper student assist with any tech issues.
Advanced students
After profile setup, these students explore the test info sheets in the app. Challenge: 'Find a test you've never heard of and explain what it measures.'
Class discussion: 'Is Average a bad rating?' Aim for the understanding that Average means you're in the middle — it's a starting point, not a judgment. The whole point is to see where you START so you can measure CHANGE.
Students create their profile and join the class team. Teacher verifies all students appear in the school dashboard. Students test a dummy result entry to confirm the app works on their device.
“Why is it important to compare your results to people your own age and gender?”
Week 2 · Baseline · 50 min
Students complete aerobic and muscular endurance baseline tests. Results are recorded live in the app. Emphasise that today is about finding a STARTING POINT, not about being the best.
Teacher-led dynamic warm-up: high knees (20m), butt kicks (20m), arm circles (10 forward, 10 back), leg swings (10 each leg), lunging walk (10m), side shuffles (20m each way). Emphasise this is the warm-up they should do before any aerobic test — 'cold muscles don't perform well and are more likely to get injured.'
Support students
Modified push-ups on knees are acceptable and should be recorded as such (the app may have a modified option). For the beep test, emphasise that ANY level is fine — this is a baseline, not a competition.
Advanced students
Challenge: after recording results, predict what rating they'll get before checking. 'Were you right? What surprised you?'
'Were you surprised by any ratings?' Quick hands-up poll. Discuss: 'What does Average actually mean? Is it bad?' Reinforce: this is your STARTING POINT. The only person you're competing against is yourself in 3 weeks.
Students record each result immediately after completing the test. Teacher watches the Live Results feed on their laptop/iPad to confirm results are coming in. If any student's result seems unusual (e.g. beep test level 14 for a student who stopped at level 6), flag it immediately for correction.
“Were you surprised by any of your ratings? What does 'Average' actually mean?”
Week 2 · Baseline · 50 min
Complete baseline testing with strength, power, and flexibility assessments. Four station rotation gives every student time to attempt each test with proper technique.
2-minute light jog around the gym. Then targeted stretches for today's test areas: wrist circles and finger stretches (grip strength), hamstring swings (sit-and-reach), calf raises and ankle circles (jumping), shoulder rolls and arm stretches (vertical jump reach). This warm-up directly prepares the specific muscles being tested.
Support students
Seated grip test available for students with mobility issues. Standing long jump from standing start only (no run-up or step). For sit-and-reach, students who can't reach past their toes can still record — any distance is valid data.
Advanced students
After completing all stations, these students calculate the difference between their left and right grip strength. Discuss bilateral differences and what they might mean.
Students write in their app notes field: their proudest result and one result they want to improve. Quick share: 'Hands up if you were surprised by your flexibility result.' Common finding: students think they're flexible but aren't (or vice versa).
Students record all results at each station before rotating. After completing all 4 stations, they open the Progress tab and check their radar chart forming. The chart now has data points for aerobic endurance (from last lesson) plus today's components. Students write in the notes field: 'My proudest result today was ___ because ___'.
“Look at your radar chart. Which areas are strong? Which have gaps?”
Week 3 · Analysis · 50 min
Data literacy lesson. Students learn to read and interpret their own fitness data using radar charts, ratings, and normative data. This is the lesson where data becomes meaningful.
Project 3 anonymous radar charts on screen (pre-made or from demo accounts). Each has a distinctive shape. Ask: 'If one of these belongs to a swimmer, one to a sprinter, and one to a gymnast — which is which? Why?' Students discuss in pairs then share. Key: swimmers have high aerobic + muscular endurance; sprinters have high speed + power; gymnasts have high flexibility + power. This teaches them to 'read' a radar shape BEFORE seeing their own.
Support students
Pre-annotated radar chart worksheet with labels pointing to each axis and a worked example of how to identify a strength ('This axis is HIGH, so this is a strength'). Teacher works 1:1 during independent time.
Advanced students
Challenge: calculate the percentage improvement needed in their weakest component to move up one rating tier. Use the normative data tables in the test info sheets.
Partner share: 'Tell your partner one thing your radar chart told you that you didn't expect.' Then one volunteer shares with the class. Emphasise: the data doesn't lie, but it's only one snapshot — it can change.
The app IS the lesson. Students navigate between the radar chart view, individual test sparklines, and their rating summary. They use this data to fill in their Strengths & Gaps worksheet with specific numbers and ratings — not guesses.
“What story does your radar chart tell about your fitness?”
Week 3 · Analysis · 50 min
Students learn the SMART framework and apply it directly to their baseline fitness data. By the end, every student has 2-3 specific, measurable goals set in the app with target values and deadlines.
Teacher reads 8 statements. Students do thumbs up if it's a real SMART goal, thumbs down if it's not. Examples: 'I want to get fitter' (down — not specific or measurable), 'I will improve my beep test from 6.2 to 7.5 by doing interval training 3x per week for 4 weeks' (up — all 5 criteria met), 'I'll do more push-ups' (down — not specific enough), 'I will increase my sit-and-reach from 22cm to 28cm by stretching daily for 3 weeks' (up). Discuss why each is or isn't SMART.
Support students
Goal-setting scaffold card: 'I will improve my [test name] from [current value] to [target value] by doing [specific activity] [how often] for [how long].' Fill in the blanks.
Advanced students
Set one 'stretch goal' that would require significant effort — two rating tiers up. Write a detailed plan for how they'd achieve it. What would training look like every single day?
Share one goal with a partner and explain WHY you chose it. Partner gives feedback: 'Is it SMART? Is it realistic?' Adjust if needed.
Students use the Goals screen to formally set their targets. They pick a test, set a target value (one level above their current rating tier), and set the retest date as the deadline. The app will track progress automatically and notify them if they achieve the goal during retesting.
“Why did you choose these specific goals? What will you need to DO to achieve them?”
Week 4 · Training · 50 min
Students learn the key training principles (FITT, specificity, progressive overload, reversibility) and apply them to design a personalised 2-week mini training plan based on their goals.
8 scenario cards scattered on the floor (or projected). Students match each to the correct training principle. Examples: 'A swimmer who only swims gets better at swimming but can't run well' = Specificity. 'An athlete who breaks their leg loses fitness during recovery' = Reversibility. 'A runner who adds 1km per week to their long run' = Progressive Overload. Quick class check — reveal answers and discuss any surprises.
Support students
Pre-filled plan template with exercise suggestions for each component. Student just needs to fill in the numbers (sets, reps, days). Keep it to one component only.
Advanced students
Design plans for TWO components. Include a weekly progression that applies progressive overload. Explain which FITT variable they're increasing each week and why.
'Which training principle matters most for YOUR goals?' Quick whip-around — every student gives a one-sentence answer.
Students reference their baseline values from the app to set realistic targets in their training plan. The app's test info sheets contain training suggestions for each component — students can use these as a starting point for choosing exercises.
“Which training principle is most relevant to YOUR goals?”
Week 4 · Training · 50 min
Students put their training plans into action through structured station work. This is a physical lesson — students work hard at stations aligned to their personal goals and give each other coaching feedback.
One volunteer leads the class through a warm-up from their training plan. This builds leadership skills and accountability. The student explains each stretch/movement and why they chose it. Class follows along. Teacher supports if needed but lets the student lead. Quick debrief: 'Why did [student] choose those specific warm-up exercises?'
Support students
Station cards clearly show beginner options for every exercise with pictures. Students can stay at fewer stations for longer rather than rushing through all 4.
Advanced students
Students design their own mini-circuit at their chosen station. Must include work:rest ratios and progressive intensity across 3 rounds.
Rate your effort 1-10 (use the effort rating circles in the student journal). Discussion: 'What did your body tell you today? Where did you feel the work? Is that where you expected to feel it?'
Students use the built-in stopwatch for timed exercises (e.g. 1-min push-up sets). Optional: record practice attempts in the notes field with a date stamp. This creates a training log they can refer back to.
“Rate your effort today 1-10. What did you learn about your body?”
Week 5 · Retest · 50 min
Repeat the same tests from Lesson 3 under the same conditions. The app automatically compares to baseline. Before testing, students articulate their goal target. After testing, they check whether they hit it.
Identical warm-up to Lesson 3: high knees, butt kicks, arm circles, leg swings, lunging walk, side shuffles. Explain why: 'We do the same warm-up because it's a CONTROLLED experiment. If you warmed up differently, you can't be sure whether any improvement is from training or from warming up better.'
Support students
Same modifications as Lesson 3 (knees push-ups accepted). Focus energy on celebrating ANY improvement, not just big jumps. A beep test increase from 4.2 to 4.5 is worth celebrating.
Advanced students
After testing, these students calculate their percentage improvement: ((new - old) / old) x 100. Is a 10% improvement in push-ups the same as 10% in the beep test? Discuss.
Hands up if you got a PB. Class celebration — round of applause. Then: 'Does no PB mean failure?' Discuss. Key point: data is information, not judgment. If you didn't improve, the question is 'why?' not 'what's wrong with me?'
Charts show baseline-to-retest trend with sparklines. Personal bests fire automatically with a PB indicator. Badges may unlock for achievements (e.g. 'First Improvement', 'Goal Crusher'). Students check their goal progress — did they hit the target?
“Did your rating change? What caused the improvement — or what held you back?”
Week 5 · Retest · 50 min
Complete the retest block with strength, power, and flexibility reassessments. Radar chart now shows visible change from baseline. Students compare, discuss, and screenshot their progress.
Identical warm-up: 2-minute jog, wrist circles, hamstring swings, calf raises, shoulder rolls. Same reasoning — controlled conditions. Ask: 'Why do scientists control variables in experiments? We're doing the same thing.'
Support students
Focus on effort and engagement, not just numbers. Even maintaining a baseline score shows consistency. Help students find at least ONE positive change to celebrate.
Advanced students
Create a table: Test | Baseline | Retest | Change | % Change. Calculate percentage change for every test. Which test showed the most improvement? Least? Discuss why.
'Which component changed the most for you? What did you do differently in the last 3 weeks that might explain it?' Quick whip-around. Celebrate specific examples of training leading to results.
The radar chart shows visible change from baseline. The app auto-detects whether goals have been achieved and updates the Goals screen. Students check: green tick = goal achieved, in progress = getting closer, missed = didn't reach target yet.
“Compare your radar chart from Week 2 to now. What changed?”
Week 6 · Reflect · 50 min
Structured reflection using real data. Students use every data view in the app to write an evidence-based reflection on their 6-week fitness journey. This is the assessment-rich lesson.
Students write: 3 things they learned this unit, 2 things that surprised them, 1 question they still have. This activates their thinking before the deep reflection. After 3 minutes, share the '1 question' with the class — teacher addresses common questions.
Support students
Sentence starters: 'My strongest component was ___ because my rating was ___. I think this is because I ___.' 'One thing I would do differently is ___ because ___.' Teacher works 1:1 during writing time.
Advanced students
Write a 'letter to next term's self' — what advice would you give yourself based on this data? What mistakes should you avoid? What strategies worked?
'What is one thing you learned from your DATA that you couldn't have learned from a teacher just telling you?' This is the core value proposition — self-discovered insights are more powerful than delivered content.
Students navigate every data view — Progress (radar chart, sparklines, rating history), Goals (achieved vs missed), Badges (what they earned and what they nearly earned), XP level. All of this provides the evidence base for their reflection.
“What is the most important thing you learned about YOUR fitness — from your own data?”
Week 6 · Reflect · 50 min
Students share their 6-week journey with peers. Teacher generates reports. The class celebrates growth, effort, and engagement with data-driven awards.
Display class stats on the projector (from the School dashboard): total tests recorded, total PBs set, most popular test, class average XP level. Celebrate milestones: 'As a class, we recorded over 300 test results in 6 weeks!' Then: 'Who has the most badges? Who reached the highest level?' Quick recognition.
Support students
Alternative presentation format for students uncomfortable with face-to-face presenting: show their radar chart and point to their biggest change, or do a 'show and tell' walking their partner through the app screens.
Advanced students
Create a '6-week summary infographic' on paper: draw their radar chart (before and after), list key stats, and write 3 recommendations for future training. This becomes a revision resource.
Final reflection question: 'If a Year 7 student asked you why should anyone care about fitness testing, what would you say NOW that you wouldn't have said 6 weeks ago?' This brings the unit full circle from Lesson 1.
Teacher uses the Export Reports feature in the School dashboard to generate individual PDF reports, class summary, and CSV export. Students use the app's certificate generator to create a personalised achievement certificate featuring their best result or biggest improvement.
“If a younger student asked 'why should I care about fitness testing?', what would you say now?”
How to set up and run the unit using the Fitness Tests school dashboard. Step-by-step, from account setup to final reports.
Create your school on the web app so you have access to the school dashboard, live results, and reports.
Create reusable templates so students know exactly which tests to complete in each lesson.
Watch results flow in on your laptop while students test. Identify who's done and who needs a nudge.
Check individual student data to prepare for the goal-setting lesson and identify students who need extra support.
Create individual and class-wide reports for assessment records, parent communication, and school leadership.
Practical tips from PE teachers who've run this unit.
Every lesson maps to specific outcomes across 5 major PE curricula. Use this table for your planning documentation.
| Lessons | Australia AC:HPE | UK National Curriculum | USA SHAPE | New Zealand | IB MYP |
|---|---|---|---|---|---|
| L1–2: Foundation | ACPMP064 — Movement & physical activity | KS3: Evaluate & improve performances | Std 3: Health-enhancing fitness | Strand A: Personal growth | Criterion A: Knowing & understanding |
| L3–4: Baseline | ACPMP083 — Design, perform & evaluate | KS3: Develop personal fitness | Std 3: Design & implement fitness plan | Movement concepts Level 5 | Criterion C: Applying & performing |
| L5–6: Analysis | ACPPS070 — Evaluate health info | KS3: Set targets for improvement | Std 3: Analyse fitness data | Strand A: Self-management | Criterion B: Planning for performance |
| L7–8: Training | ACPMP087 — Apply movement principles | KS4: Develop personal exercise | Std 3: Apply training principles | Movement concepts Level 6 | Criterion A: Knowing & understanding |
| L9–10: Retest | ACPMP083 — Measure & monitor | KS3: Compare to previous | Std 3: Monitor fitness progress | Strand A: Self-assessment | Criterion C: Applying & performing |
| L11–12: Reflect | ACPPS072 — Evaluate outcomes | KS3: Analyse & demonstrate | Std 4: Self-expression & enjoyment | Strand D: Societal attitudes | Criterion D: Reflecting & improving |
Also applicable to: Canada (PHE Canada), Singapore (MOE PE Syllabus), Hong Kong (CDC HKPE), South Africa (CAPS Life Orientation), and most standards-based PE frameworks globally.
Start your free 14-day school trial. Set up your class in 60 seconds, push the test templates, and you're running Lesson 1 tomorrow.
