Circuit Circus
Activity Overview
Participants learn about and practise the components of physical activity as they explore different types of fitness-themed stations.
- Primary (Ages 6-9)
- Junior (Ages 10-12)
Facility
- Gymnasium
- Multipurpose Room
- Outdoors
Materials and Equipment
- Pieces of paper with fitness activities identified
- 2 dice or 2 number cubes
- Audio equipment
- Upbeat music
Safety
Inspect the activity area and eliminate potential hazards. Check that the activity surface provides sufficient traction. Set boundaries for the activity a safe distance from walls and obstacles. Ensure that activities take place a safe distance apart.
Activity Information
Activity Set-up
- Divide participants into small groups (e.g., two to three).
- Prior to starting the circuit, participants can help generate fitness activities to be placed on the station cards.
- Set up stations throughout the activity area using the pieces of paper with fitness activities identified on them from the different components of physical activity.
- Some possible fitness activities include: running on the spot (cardiovascular fitness) push-ups (muscular strength and endurance), stork stand (muscular endurance and balance enhancement).
- Each group begins at a different station and establishes the route that groups will use to move around the stations.
Activity Instructions
- A selected participant rolls the dice to determine how many stations the groups will move ahead.
- Once groups have moved, they perform the fitness activity on the piece of paper. Participants work on quality (doing the activity the best they can) and quantity (doing as many repetitions as they can). Music is used to signal start and stop of activity (approximately two to three minutes/station).
- Once the specified time is up, another participant rolls the dice.
- The leader asks open-ended questions to help participants reflect about their participation. Examples include: For the activities that were easy for you, how did you adjust to make them challenging? For the activities that were difficult for you, how did you adjust to be able to do them? Some of the movement activities may be new to you. Why is it important to try new things? What does it look and sound like when you are performing at your best when being physically active? How did working with someone else at your station help you do your best?
Adaptations
To maximize the challenge and the fun, participants could identify their own ways to increase or decrease the challenge.
To decrease the challenge, participants could:
- Choose movement activities that they already know (e.g., moves from a dance already learned).
- Reduce the amount of time for each station.
To increase the challenge, participants could:
- Track the number of repetitions they were able to complete within the allotted time at each station. Complete a second circuit of the activities and try to beat their previous number of repetitions.
Pause for Learning
Throughout the activity, consider highlighting the following skills, concepts, and strategies. Note that this list is not exhaustive, and further learning opportunities may arise during the task.
Movement Skills and Concepts
- Locomotion – coordinating different body parts while moving from one point to another
Movement Strategies
- Developing personal tactics (e.g., counting, mirroring a peer, setting goals, increasing the challenge bit by bit, taking deep breaths) for working at their optimal level of challenge
Canadian Physical Activity Guidelines
For health benefits, children aged 5-11 and youth aged 12-17 years should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily.
Vigorous-intensity activities at least 3 days per week. This activity qualifies as vigorous intensity.
Activities that strengthen muscle and bone at least 3 days per week. This activity strengthens muscles and/or bones.
More daily physical activity provides greater health benefits.
