B. Active Living / C. Movement Competence · Active Living and Movement: Motivated, Fit, Safe and SkilfulMy Fitness Goal: Test, Plan, Track and Adjust
B2 A1.3 A1.6About 35 minutes
Learning goals- I can choose one part of fitness to work on and test where I am now.
- I can write a clear fitness goal that says what, how much and by when.
- I can make a plan, track my results on a chart and keep going when it gets hard.
- I can read my chart to decide whether to keep my plan or change it.
Words to know
goal
Something you want to do, with a plan to get there.
baseline
Your first test result, before you start practising. You compare later results with it.
track
To write down your results each time so you can see how you are doing.
progress
Getting closer to your goal.
plateau
When your results stay the same for a while, even though you are practising.
adjust
To change your plan a little so it works better.
Remember from Grade 3
In Grade 3 you set a fitness goal with four steps: Test, Set, Act, Check. Your goal said what, how much and when, and you made If... then... plans for obstacles.
This year you will choose one part of fitness to work on (cardio endurance, muscular strength, muscular endurance or flexibility), track your results on a chart, and use the chart to decide what to do next.
Step 1: Choose and test
Pick one part of fitness. Then choose a simple test you can repeat the same way each time. Your first result is your baseline.
| Part of fitness | A simple test | What to record |
|---|
| Cardiorespiratory endurance | Skip rope or jog laps of your yard without stopping | Minutes or number of laps |
| Muscular strength | Wall push-ups or knee push-ups with good form (many in a row builds endurance too) | Number in a row |
| Muscular endurance | Plank on knees or toes, or a wall sit | Seconds held |
| Flexibility | Sit-and-reach: sit, legs straight, reach along a ruler | Centimetres reached |
Step 2: Write a clear goal
A good goal is specific (says exactly what), measurable (has a number), and just right (a stretch, but possible). It also says when.
- Too vague: "I want to be stronger."
- Clear: "I will hold a plank for 30 seconds by the end of week 4."
A just-right goal is usually a small step up from your baseline. Huge jumps can be frustrating; tiny ones are not exciting.
Step 3: Plan and track
Your plan says what you will do and how often. Example: "I will practise planks 3 times a week, after school on Monday, Wednesday and Friday."
Each week, do your test and track the result on a chart. Here is Kiara's plank chart:
Step 4: Read the chart and adjust
Look at your chart each week and ask:
- Going up? Great. Keep the plan.
- Staying the same? That is a plateau. It is normal! Keep going, or adjust a little: practise one more day, or try a slightly different exercise.
- Going down? Think about why. Were you sick, tired or busy? Rest if you need it, then start again.
- Reached the goal? Celebrate, then set a new goal.
Keep going when it's hard
- Use positive self-talk: "I can't do it yet." "One more second."
- Look back at your chart. You will see how far you have come.
- Compare yourself with your own baseline, not with friends. Everyone starts in a different place.
- Ask a family member to be your goal buddy and cheer you on.
Worked exampleLet's read Kiara's chart
Look at Kiara's plank chart. How much did she improve from week 1 to week 4? What happened in week 3, and what should she have done?
- Week 1 (baseline): 20 seconds. Week 4: 32 seconds.
- Improvement: 32 − 20 = 12 seconds.
- Week 3: 24 seconds, the same as week 2. That is a plateau.
- A plateau is normal. She should keep practising and maybe adjust a little (one more practice day, or a side plank for variety). It worked: week 4 jumped to 32.
Kiara improved by 12 seconds and beat her 30-second goal by 2 seconds. The week 3 plateau did not mean she failed; she kept going.
Worked exampleLet's write a flexibility goal
Sam does the sit-and-reach. His baseline is 18 cm. Write a just-right goal and a plan.
- What part of fitness? Flexibility.
- Test: sit-and-reach along a ruler, the same way each time, after a warm-up.
- Just-right number: a small step up, like 21 cm (3 cm more). Going to 50 cm would be too much.
- When? By the end of week 4.
- Plan: gentle stretches for 5 minutes after his DPA, 4 days a week. Track each Friday on a chart.
- If... then...: "If I forget, then I'll stretch while I watch my evening show."
"I will reach 21 cm on the sit-and-reach by the end of week 4 by stretching 5 minutes, 4 days a week, and I'll track it every Friday."
Sam's sit-and-reach: from a baseline of 18 cm, a goal of 21 cm is a just-right step. 50 cm would be far too big a jump.Hands-on activityMy 4-week fitness goal
You need: paper, a pencil, a ruler (for a chart) and a grown-up. Depending on your test: a timer, a skipping rope, or a metre stick or measuring tape.
- Choose one part of fitness and a test from the table.
- Warm up, then do the test. Write your baseline.
- Write your goal: what, how much, by when.
- Plan what you will practise and on which days. Add one If... then... plan.
- Draw a chart: weeks 1 to 4 along the bottom, your numbers up the side. Draw a dashed line at your goal.
- Each week, test and record. Look at the line and decide: keep going, adjust or celebrate.
Safety: Always warm up first. Use good form; stop if something hurts (not just tired, but sharp pain). Stretch gently with no bouncing.
Just for funPlanks are the only exercise where you stay perfectly still and it is still hard work. Doing nothing has never been so tiring!
Your turn
Your first test result, before you start practising.
2Make this goal clear: "I want to skip better."
Example: "I will skip rope for 2 minutes without stopping by the end of week 4." Look for what, a number and when.
3Name a test for muscular endurance.
Examples: holding a plank or a wall sit for as long as you can (in seconds), or curl-ups in a row.
4Your results were 10, 12, 12, 12 push-ups. What is this called, and what could you do?
A plateau. Keep practising, and adjust a little: add a practice day or try a new exercise for the same muscles.
5Why should you do your test the same way each time?
So your results are fair to compare. If you change the test, you can't tell if you really improved.
6Write one positive self-talk sentence for a hard day.
Examples: "I can't do it yet." "One more try." "Look how far I've come."
7Do it and check: Do a sit-and-reach and record your baseline.
Look for: a warm-up first, legs straight, reaching slowly with both hands, no bouncing, and the number in centimetres written down.
More practice: warm-up
To write down your results each time.
2Which part of fitness does the sit-and-reach test?
3What should you do when you reach your goal?
Celebrate, then set a new goal.
4Should you compare your results with your friends' or your own?
5What should you always do before a fitness test?
More practice: on your own
1Leo's baseline is 8 wall push-ups. Which goal is just right for 4 weeks: 9, 12 or 40? Explain.
12 is just right: a stretch but possible. 9 is only 1 more, so it's too easy. 40 is too big a jump for 4 weeks.
2Rania's wall-sit times were 25, 30, 34 and 40 seconds. How much did she improve from week 1 to week 4?
15 seconds. 40 − 25 = 15.
3Jake's skipping times went 3 min, 3 min, 2 min. He had a cold in week 3. What should he do?
Rest until he is well, then start again. A dip during an illness is normal; it doesn't mean the plan failed.
4Write an If... then... plan for: "I'm too busy on Wednesdays."
Example: "If I'm busy on Wednesday, then I'll practise on Thursday morning before school."
5Why is a goal with a number better than "get fitter"?
A number is measurable: you can check whether you reached it and see your progress on a chart.
Challenge
1Asha's sit-and-reach results were 15, 17, 16, 20 cm. Her goal was 19 cm. Describe what her chart shows, week by week.
Week 1 to 2: up 2 cm (15 to 17). Week 2 to 3: down 1 cm (17 to 16), a small dip that is normal. Week 3 to 4: up 4 cm (16 to 20). She beat her goal by 1 cm (20 − 19) and improved 5 cm overall (20 − 15).
2Teo wants to improve cardio endurance for a winter fun run. Write his full plan: test, goal, practice plan, tracking and one If... then....
Example: Test: jog laps around the park path; baseline 2 laps without walking. Goal: 4 laps without walking by the end of week 5. Practice: jog or skate 20 minutes, 3 days a week. Track: test every Saturday and add to a chart. If... then...: "If it's icy, then I'll do an indoor skipping workout instead." Look for all five parts.
3Kiara reached her plank goal of 30 seconds. Her friend says, "Now you can stop exercising." Do you agree? Explain.
No. Fitness needs to be kept up; if you stop, you can lose some of it over time. Kiara should celebrate and then set a new goal (a longer plank, or a goal for a different part of fitness).
Quiz
1. Which is the clearest fitness goal?
3. Results: 12, 15, 17, 20 curl-ups. How much did the person improve from the first week to the last?
4. Which test fits flexibility?
5. Your results go down one week because you were sick. What should you do?
6. Who should you compare your fitness results with?
Big idea: Grade 4 students apply fitness concepts to develop and act on a personal fitness goal. They choose one part of health-related fitness, record a baseline, write a specific and measurable goal, follow a plan, track results on a chart and adjust the plan based on what the chart shows.
How to help at home:
- Help your child choose a test that is safe and easy to repeat the same way (same time of day, after a warm-up).
- Be the timer or the measurer, and help draw the chart.
- Praise effort and consistency, not just the number.
- Set your own goal alongside your child's. It is motivating to work together.
Common difficulties:
- Goals that are too big. Aim for a small step up from the baseline.
- Discouragement at a plateau. Explain that plateaus are normal and progress is rarely a straight line.
- Comparing with others. Bring the focus back to their own chart.
Safety: Fitness tests should be done after a warm-up and with good form. Planks and push-ups can be done on the knees. Stretches should be held gently with no bouncing. Stop for pain, dizziness or unusual shortness of breath. Children with health conditions should follow their doctor's advice.
Math link: Drawing and reading a line graph and finding differences are Grade 4 data and number skills.
Social-emotional learning: Working toward a goal over weeks builds positive motivation and perseverance; reading the chart and adjusting the plan builds critical thinking.