Presentation: Tracking Heart Rate Data

Slide 1 of 7 · Settling starter · PE · Year 8

5 minutes

Tracking heart rate data: one person, one week

A Year 8 pupil, Ffion, recorded her heart rate every day for a week: sitting still, straight after a 3-minute step test, and again 1 minute later. Today you work out how fast her heart recovered, plot the week, and say what 1 week of data can and cannot show.

Step 1, while the register is called: write your name, class and date, then sit still for 1 minute. Put 2 fingers, not your thumb, on the inside of your wrist below the base of your thumb. Count the beats for 15 seconds and multiply by 4. Write the answer in the Step 1 table.

Starter question: If you count 19 beats in 15 seconds, what is your resting heart rate in bpm? Is it inside the normal range?

DCF: Data and computational thinking → Data and information literacy Nobody exercises today · stay seated

Supply teacher script (no subject knowledge needed)

Hand out: one worksheet per pupil. The week of readings is printed on the sheet, so no computers are needed. Pupils need a pen, a pencil and a ruler. Pupils stay seated; the only measurement they take is a resting pulse. If a pupil cannot find their pulse, let them use the class average instead and move on. If a pupil says their heart feels like it is racing or skipping while sitting still, send them to the school’s first aider.

Say aloud: “Name, class and date at the top. Sit still and quiet for 1 minute. Two fingers on the inside of your wrist, not your thumb. When I say go, count your beats for 15 seconds, then multiply by 4 and write it in the Step 1 table.” Time 15 seconds on the clock for them.

Starter answer: 19 × 4 = 76 bpm, inside the normal resting range of 60 to 100 bpm. Pupils write the comparison sentence with Ffion’s average later, once they have worked it out (it is 73).

Slide 2 of 7 · Today’s brief and key words · PE · Year 8

2 minutes

Your brief: recovery, averages, 3 lines, 4 answers

You will complete Ffion’s recovery column, work out 4 averages, plot 3 lines on 1 graph with a key and a title, and answer 4 questions in full sentences.

bpm

Beats per minute. Every heart rate on the sheet is in bpm, and you must quote the unit.

Recovery

How many beats per minute her heart rate dropped in the first minute of rest: “straight after” minus “after 1 minute”.

Resting heart rate

Heart rate sitting still. Normally between 60 and 100 bpm.

DCF: Data and computational thinking → Data and information literacy Full sentences, with units

Slide 3 of 7 · Step 2: recovery and averages · PE · Year 8

17 minutes

Step 2: fill in the recovery column, then the 4 averages

Recovery (8 min): for each day, “straight after” minus “after 1 minute”. Averages (9 min): add each column up and divide by 7. All 4 averages come out as whole numbers.

Day	Resting (bpm)	Straight after (bpm)	After 1 minute (bpm)	Recovery (beats)	What she did that day
Monday	74	158	118	40 (158 − 118)	PE lesson, circuits
Tuesday	72	152	110	42 (152 − 110)	Walk to school only

On a computer: =AVERAGE(B2:B8) and so on for each column.

Steps 2 and 3 on your worksheet · 17 minutes Write each column total down before you divide by 7

Supply teacher script (no subject knowledge needed)

Say aloud: “Monday and Tuesday are done on the board. Do Wednesday to Sunday the same way: straight after minus after 1 minute. Then add each of the 4 number columns up, write the total, and divide by 7. Every average is a whole number, so if you get a decimal, check your adding. 17 minutes for both jobs.”

Quick check, recovery: Wednesday 38 (165 − 127), Thursday 35 (160 − 125), Friday 44 (150 − 106), Saturday 46 (146 − 100), Sunday 42 (154 − 112).

Quick check, averages: resting 73 (511 ÷ 7), straight after 155 (1085 ÷ 7), after 1 minute 114 (798 ÷ 7), recovery 41 (287 ÷ 7). Pupils now finish Step 1 by writing 1 sentence comparing their own resting pulse with Ffion’s 73; the model pupil (76 bpm) notes the 3-beat gap is smaller than Ffion’s own best-to-worst range of 69 to 77, so it means nothing.

Slide 4 of 7 · Step 3: plot the week · PE · Year 8

13 minutes

Step 3: plot 3 lines on the grid, add a key and a title

Plot each day’s point for resting, straight after and after 1 minute, then join the points with straight lines using a ruler. Make the 3 lines look different (solid, dashed, dotted) so they can be told apart in black and white. Fill in the key and the title.

Line	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
Resting	74	72	76	77	73	70	69

Model title: “Ffion’s heart rate, one week, 3-minute step test”. The side axis runs from 60 to 180 bpm; each grid line is 10 bpm.

Step 4 on your worksheet · 13 minutes The gap between the top 2 lines is the recovery

Supply teacher script (no subject knowledge needed)

Say aloud: “Three lines on the same grid. Start with the resting line, which is on the board, and plot it along the bottom of the graph between 69 and 77. Then the straight-after line near the top, then the after-1-minute line in between. Ruler for the joins. Key and title before you stop. 13 minutes.”

Quick check: the straight-after line should go 158, 152, 165, 160, 150, 146, 154, with its peak on Wednesday and its low on Saturday. The after-1-minute line should go 118, 110, 127, 125, 106, 100, 112. The resting line is almost flat along the bottom. The vertical gap between the top 2 lines is the recovery figure.

Walk the room: common slips are plotting the wrong day (7 days, Monday to Sunday, in order), reading the scale as 20 per grid line (it is 10), and leaving the key or title blank. The worksheet gives 15 minutes for this step; the last 2 minutes come out of the next slide if pupils need them.

Slide 5 of 7 · Step 4: what the data means · PE · Year 8

8 minutes

Step 4: answer (a) to (d) in full sentences

(a) On which day did Ffion recover fastest, and on which day slowest? Quote the recovery figures.

(b) Her resting line is almost flat across the week. Does that prove the training did nothing for her? Explain.

(c) Thursday breaks the pattern: her resting rate is the highest of the week and her recovery is the worst. Find the reason in the last column and write it as a sentence.

(d) A rough estimate of the fastest a heart can beat is 220 minus your age. Ffion is 13. Work out her estimated maximum, then what percentage of it she reached on Wednesday.

Model sentence for (a): “She recovered fastest on Saturday, dropping 46 bpm in the first minute, from 146 to 100.”

Step 5 on your worksheet · 8 minutes Quote the number and its unit every time

Supply teacher script (no subject knowledge needed)

Say aloud: “Four questions, full sentences, numbers with units. For (c), the answer is in the last column of the table. For (d), do the subtraction first, then divide Wednesday’s straight-after reading by it. 8 minutes.”

Quick check: (a) fastest Saturday, 46 bpm (146 to 100); slowest Thursday, 35 bpm (160 to 125); 11 beats between best and worst. (b) No. Resting moves only between 69 and 77 bpm, a range of 8, which is ordinary day-to-day variation, not a trend. One week is nowhere near long enough; training takes weeks or months to change a resting heart rate. She would need the same test and routine and compare, say, September with November. (c) On Thursday she slept only 5 hours; being short of sleep raises resting heart rate and makes the same work feel harder, so a reading measures the whole person that day, not only fitness.

(d) 220 − 13 = 207 bpm. Wednesday: 165 ÷ 207 = 0.797, about 80% of her estimated maximum. That was her football training day, the highest reading of the week. (Saturday’s 146 is about 71%.) Accept 79% or 80%.

Slide 6 of 7 · Self and partner check · PE · Year 8

2 minutes

Swap sheets and tick the success criteria

Swap with a partner. Check their averages against the board (73, 155, 114, 41) and tick each criterion their sheet meets. Then take your sheet back and correct 1 thing.

I can calculate a recovery figure for every day and an average for each column, and my arithmetic is right.
I can plot 3 sets of readings on 1 pair of axes with a scale, a key and a title.
I can read a specific value off my own graph and quote it with its unit (bpm).
I can explain that 1 week of data is too short to prove a training effect, and name something other than fitness that changed the readings.
I can use a formula on my data (220 minus age) and express 1 value as a percentage of another.

2 minutes · swap and tick Finished early? Work out recovery as a percentage for Monday and Saturday

Supply teacher script (no subject knowledge needed)

Say aloud: “Swap sheets. Check your partner’s 4 averages against the board, tick the criteria they have met, and when you get your own sheet back correct 1 thing, for example a missing key or a value quoted without bpm.”

Extension answers: recovery as a percentage of the straight-after figure: Monday 40 ÷ 158 = about 25%; Saturday 46 ÷ 146 = about 32%. The percentage is fairer because it allows for how hard the heart was working to begin with. Recording recovery over 3 minutes needs a reading every minute after the test, so 3 readings plus the straight-after reading each day, 28 readings a week. Advice must stay inside the data, for example: get more than 5 hours of sleep, because Thursday was her worst day; keep testing the same way for several months before judging whether she is getting fitter.

Slide 7 of 7 · Plenary review · PE · Year 8

3 minutes

Quick-check answers before handing in

Check your main answers before your worksheets are collected.

Question	Correct answer
What is Ffion’s average recovery, and on which day was it best?	Average 41 beats; best on Saturday, 46 bpm (146 to 100).
Why was Thursday her worst day?	She slept only 5 hours: resting rate 77 bpm, recovery just 35 beats.
What is her estimated maximum heart rate, and what percentage did she reach on Wednesday?	220 − 13 = 207 bpm; 165 ÷ 207 is about 80%.

Check your name and class are on your worksheet Worksheets to the end of the row