Athletics-LessonPlans.doc

Lesson

Lesson

1Subject: AthleticsLesson Description: Running Style Year: 7 Group:

Ability: Period:

Duration: w/cTotal No.: M: F:

SEN:

Objectives: To know that there are a variety of running styles and understand which styles are more suited to which events. To be able to describe in their own words the terms cadence and stride length and understand how each of these effects the speed and efficiency of the run. To be able to describe the arm and leg action as well as the optimum body position during sprinting events. To be able to sprint over short distances demonstrating this technique (high hips, relaxed neck and shoulders, still head etc.)

ActivityDescription Objectives(Teaching Points(Differentiation

Warm UpIndividually running and follow commands e.g. knees up, kick bottom.To know and understand the importance of warming up before exercise. Light on feet

Knees bent

Use arms for balance

Hold stretches still.Q&A About the benefits of a warm up and stretching when performing physical activity

Pair Stretching

Students arranged in a circle. Teacher leads through series of stretches and questions students as to what muscles we were stretching.To understand the importance of stretching at the start of the session.

To know the names of major muscles. To carry out in pairs correct stretching routines safely. Hold stretches for 7 seconds.

No bouncing.( Pupils demonstrate stretches they know and state the muscles that they stretch

Running Style- Teacher describes running events and the demands that the event places on the runner.To know that there are a variety of running styles and understand which styles are more suited to which events.

To be able to describe in their own words the terms cadence and stride length and understand how each of these effects the speed and efficiency of the run.

To be able to describe the arm and leg action as well as the optimum body position during sprinting events,

To be able to sprint over short distances demonstrating this technique (high hips, relaxed neck and shoulders, still head etc.)- Listen and observeQ&A about the techniques

- 20 metre sprint races using fairy steps (right heel touches left toe-left heel touches right toe etc.) at a high frequency or cadence. Small steps on toes

Many steps

Body upright( Increase distances( Increase intensity

( Decrease distances

( Decrease intensity

- 20-metre sprint using long bounding strides at a low cadence. Large steps

Bound from side to side

- Students explore different cadence: stride length ratios, trying to find the one that suits them best.- Any method over 20m

ShuttlesIn pairs, The pupils perform shuttle runs to four distances.

- They then perform a different activity at each point. 1. 5 x Press-ups; 2. 5 x sit-ups; 3. 5 x Star-jumps; 4. 5 x Knees to chest.To understand and know that shuttle runs develop a persons speed and agility.

To perform the shuttle runs and actions as quickly as possibly.

To understand how speed is developed and increase- Run hard and efficient

- Touch line with hand

- Perform the skills with quality not quantityObserve Performances

Cool DownTo understand why you Cool Down and do rhythmical movement after exerciseTo understand why you Cool Down and do rhythmical movement after exercise Gentle walking speed.

Take in deep breaths

Keep upright( Ask pupils questions why a Cool down is essential after exercise

EquipmentCones, Tape measure, Whistle

ICTAssessmentCitizenshipPeer EvaluationLiteracyNumeracyPupil planning

Analysis of perf.Evaluation FeedbackQ & A MathematicsArtEnglishScience Technology

Comments / Notes:

Improvements:

HEALTH AND SAFETY THROUGHOUT THIS LESSON

- All jewelry and gum must be removed at the start of the session.

- Check the area for any litter, glass or animal mess.- Training shoes are to be fastened properly.

- Ensure students are fully warmed up before attempting the sprint

ADDITIONAL COMMENTS FOR LESSON, SCHEME AND PLANNING DEVELOPMENT

LessonSchemeDevelopment

Lesson

2Subject: AthleticsLesson: Basic Sprint start Year: 7 Group:

Ability: Period:


SEN:

Objectives:

To be able to perform a standing and semi-crouched sprint start.

To understand how the crouched position allows the runner to start the race more efficiently and be able to describe this in basic mechanical terms.

To be able to begin a sprint race using the semi-crouched start.


Student

Warm UpThe pairs chosen last lesson lead the warm upTo be able to lead the group through heart raising exercises.- listen to and follow instructions of those leading the warm-up( Ask students how they could make warm up easy / harder / intense

Student StretchesStudents arranged in a circle. Students lead through series of stretches To understand the importance of stretching at the start of the session.

To be able to demonstrate relevant stretches - Hold stretches for 8 seconds.

- No bouncing.( Get pupils to incorporate stretching with Objects used in the lesson

Basic Sprint start- Shuttle. 2 stand opposite 2, 10 metres apart. Shuttle across and join the back of the opposite queue.

While shuttling across use a standing start position, a semi crouched position (no hands on floor).To understand the importance of preparing for and recovering from exercise safely and effectively and to know the principles used.



To be able to begin a sprint race using the semi-crouched start.On your Marks: - The foot is placed up to the starting line but not on it.

- The feet are about shoulder width apart to obtain a good balanced position

- The weight is distributed so that about 2/3rds of the weight is on the front foot.

Set: - Bend the knees and lean forwards.

- Arms synchronised with the legs - in this case right foot forward and left arm forward.

- Back, neck and head in line.

- Remain motionless. ( Pupils evaluate and correct the correct stance throughout the phases

- Pairs sprint races. One uses standing start, other uses semi-crouched start (over 20m) ( Pupils evaluate and correct the correct stance throughout the phases

- 40 metre sprint races with semi-crouched start.Marks: - Place the right foot behind the line

- Place the left foot behind the right

- The toe of the right foot should be turned under

- Hands should be slightly wider than shoulder width with fingers behind line forming a bridge

- Arms should be straight but not locked

- The head and neck in line with the spine

Set: - Hips raised to a position slightly higher than the shoulders

- There should be an angle of 90 degrees at the front knee

- shoulder should be above the start line

- head and neck in line with the spine

- Remain motionless.

GO:- DRIVE UP AND OUT WITH LEGS

- Arms pumping from waist to chin

- Heel to toe action with legs

- Looking forwards ( Pupils evaluate and correct the correct stance throughout the phases

100 metres100 M pupils time from crouched start and record here scores Record times

(( Pupils race against those of equal ability

Cool DownThe 2 students chosen to lead the cool down do soTo understand why you Cool Down and do rhythmical movement after exercise- listen to and follow instructions of those leading the cool down

- complete exercises and stretches( Ask pupils questions why a Cool down is essential after exercise

EquipmentTV & video, Record sheet, Peer analysis, discuss approp. Weight, Cones, Tape measure, Whistle



Comments / Notes:

Improvements:


- All jewelry and gum must be removed at the start of the session. - Check the area for any litter, glass or animal mess.- Training shoes are to be fastened properly. - Ensure students are fully warmed up before attempting the sprint



Lesson


Ability: Period:


SEN:

Objectives:





Student



To be able to demonstrate stretches relevant to Athletics- Hold stretches for 8 seconds.


Basic Sprint start- 40 metre sprint races with semi-crouched start.

To understand the importance of preparing for and recovering from exercise safely and effectively and to know the principles used.



To be able to begin a sprint race using the semi-crouched start.- DRIVE UP AND OUT WITH LEGS

- Arms pumping from waist to chin

- Heel to toe action with legs

- Looking forwards Record times

200 M

Arms pumping from waist to chin

Heel to toe action with legs

Looking forwards


- complete exercises and stretches

( Ask pupils questions why a Cool down is essential after exercise

EquipmentTV & video, Record sheet, Peer analysis, Weight, Cones, Tape measure, Whistle



Comments / Notes:

Improvements:







Lesson


Ability: Period:


SEN:

Objectives:

To know and understand the different aspects and its uniqueness of the 400m sprint compared to the 100 and 200 races

To know and understand the laws that govern a 400m race

To be able to discuss and understand what happens to their body within the race


Student





Basic Sprint startWatch a video of a 100m and 400m races

ask pupils about differences

laws

fitness

performers To understand how the crouched position allows the runner to start the race more efficiently and be able to describe this in basic mechanical terms.


To know and understand the different aspects and its uniqueness of the 400m sprint compared to the 100 and 200 races

To know and understand the laws that govern a 400m race

To be able to discuss and understand what happens to their body within the race

To be able to perform the 400 m races correctly- Observe race

- Look at actions of body( Ask pupils what they saw

( What muscles were used

( What type of words they would use to describe the 400m race

Perform the 400M Pump arms to chin when running

Lift knees up

Look forward

Move to inside of lane on the bend. Record times

Discuss what has happened to their bodies and why- Describe what is happening to their body( Can anyone explain the effects of the 400m



EquipmentTV & video, Record sheet, Peer analysis, Weight, Cones, Tape measure, Whistle



Comments / Notes:

Improvements:







Lesson

5Subject: AthleticsLesson: Basic High Jump Year: 7 Group:

Ability: Period:


SEN:

Objectives: To understand how the arms can be used during takeoff to increase the height of the jump.

To be able to perform the basic though technically correct scissors technique.

To be able to use the scissors technique to attempt to clear an ever increasing height (dictated by personal achievement)


Student





Basic High Jump- Jogging around sports hall. Use high knee marching and bounding strides. Include arm swings with bounding strides, swinging arms forward on one stride and back on the next.To understand how the arms can be used during takeoff to increase the height of the jump.

To be able to perform the basic though technically correct scissors technique.

To be able to use the scissors technique to attempt to clear an ever increasing height (dictated by personal achievement)- Whilst push off raise arms to above head with bent elbows

- Take off with one leg

- Alternate take off leg

- Opposite knee is raised whilst in airObserve pupils

Q & A the importance of leg and arms actions in the jump

- Continue as above, though practice taking off on right and left leg and decide which is most comfortable.- Height and power from take off

- Be comfortable at take off and with take off feet

- Throw arms up whilst in air( partners evaluate performance

( instruct the pupils which is their take off leg

- students take short run up, take off from preferred leg and scissor legs in the air (in a space in hall).- Take off leg will be closest to bar on take off

- Listen

- Hands up to answer.

- Use arms to get extra height

- Bend knees into jump

- Take off on one foot and land on two.

- Bring head and chest up as you jump.

- Nearest leg to post is take off leg

- Run on the curve into the jump( partners evaluate performance

- students take short run up to elastic rope and clear it using the scissors technique (use floor mats as opposed to landing mats to prevent students attempting to land on their backs).( Do not use a bar or have it lowered

( Use a elasticated bar

( Set targets

( Move the bar up after each successful attempt by group

( Two goes each at each height



EquipmentTV & video, Record sheet, Peer analysis, Weight, Cones, Tape measure, Whistle, Mats, Posts, Crash mats, elastric bar



Comments / Notes:

Improvements:


- Training shoes are to be fastened properly.

- Ensure students are fully warmed up before attempting the sprint start.- Stress the need to land on their feet, and not to attempt the flop.

- Ensure the supports holding the elastic rope are securely held down and will not collapse toward each other if the rope is landed on.



Lesson

6Subject: AthleticsLesson: Basic Long Jump Year: 7 Group:

Ability: Period:


SEN:

Objectives:

To be able to take off using a variety of footwork combinations (e.g. one to two feet, two to one foot etc.)

To understand the affect that the angle of take-off has on the total distance jumped.

To be able to perform a basic hang technique when jumping using a shortened run-up.


Student





Basic Long Jump- Students running around area. Every 5 steps take off and land using the technique as instructed by the teacher: 1-2 feet, 1-1, 2-2, 2-1.To be able to take off using a variety of footwork combinations (e.g. one to two feet, two to one foot etc.)

To understand the affect that the angle of take-off has on the total distance jumped.

To be able to perform a basic hang technique when jumping using a shortened run-up.- Take off with one foot

- Opposite arm raise with opposite leg

- Look forward.

- standing long jump into pit - Use arms for lift

- One footed take off

- Head up at take off

- Reach forward as you land(as the jump is going to be short it may be possible to work widthways across the pit ).

- as above, using 1 step run up and 1-2 feet take off and landing technique.- Use arms for lift

- Head up at take off

- Reach forward as you land

- Stretch forward on jump

- Bend knees on take off

- Drive head and arms upwards.

( Talk about rules of feet

( Describe the best angle of take off

- as above, using 3 step run up. Mark lines in the sand to split the pit into zones. Landing in the far zone scores 5 points and the nearest zone scores one point. Split the zones in between accordingly.

Record distances

( Set targets



EquipmentTV & video, Record sheet, Peer analysis, Cones, Tape measure, Whistle, Rake



Comments / Notes:

Improvements:



- Ensure students are fully warmed up before attempting the sprint start.- The pit should be thoroughly raked before use, checking it for litter, broken glass or animal mess.

- Broom and rakes must always be stacked well clear of the pit and the teacher is to give the order to jump after having checked the area for this.

- A depth of 15 inches of suitable sand is recommended.



Lesson

7Subject: AthleticsLesson: Basic Shot Putt Year: 7 Group:

Ability: Period:


SEN:

Objectives: To know that the Shot Putt uses what is known as a pushing action and be able to describe this action in their own words.

To be able to grip the shot (or modified other) using the correct grip and be able to check the grip of a partner.

To know that the whole body must be used in order to maximize the total distance thrown.

To be able to perform a basic though technically correct putt using modified equipment, starting from a side-on position and using a rotation of the upper body.


Student





Basic Shot Putt- teacher discuses the event (perhaps view a video of the event).To know that the Shot Putt uses what is known as a pushing action and be able to describe this action in their own words.

To be able to grip the shot (or modified other) using the correct grip and be able to check the grip of a partner.

To know that the whole body must be used in order to maximise the total distance thrown.

To be able to perform a basic though technically correct putt using modified equipment, starting from a side-on position and using a rotation of the upper body.- Observe action and event

- Look at actions of body( What major muscles were used

( What type of words they would use to describe the shot putt event

- students practice holding tennis ball using the correct grip - Place ball in finger tips and slightly resting at neck( Partners check each others grip and correct if necessary.

( Pupils use diagrams

- students practice putting basketballs while laying on their backs, kneeling on both knees, kneeling on one knee and standing up. - Perform actions described to putt from

- Do not throw the basketball

- putt with straight arm( Which method is best?

- students putt from side on position, the non-throwing shoulder pointing in the direction of the throw. Clean palm dirty neck

Side ways on

Arm extends up and out.

Chin, knee, toe in line

Shot putted from neck

Arm extends up and out

Bend knees for height( mark scoring zones out using cones as in the long jump.

( Pupils use lighter shot putts

Competition in 2s/3s 2/3 goes and take best measurement

Walk along from mark to get measurement.To be able to apply the technique to obtain a measured throw.Use correct technique

Do not cross line

Measure from point of contact and not where it rolls to( Set targets

Record distances

Cones marking them out

PEER EVALUATION



EquipmentTV & video, Record sheet, Peer analysis, shot putt discuss approp. Weight, Cones, Tape measure, Whistle



Comments / Notes:

Improvements:


The teacher is to use the All throw, all retrieve command after having checked that students are not throwing toward each other.

When the pupils have thrown. They must wait until every one has thrown and on teachers command must retrieve. Must walk and not run

Pupils that are left handed throw first Use correct weights Pupils should always stand in a line facing the same way. When practicing for distance, or in competitive situations students should stand behind the thrower. Place left handers to the side

All students must retrieve their Shot Put at the end, when everyone has thrown.

Make a range of shots available of varied weights for students.

Ask pupils if they have any injuries

Make sure they are warmed up and stretched



Lesson

8Subject: AthleticsLesson: Basic Discus Year: 7 Group:

Ability: Period:


SEN:

Objectives: To know that the discus uses what is known as a slinging action and be able to describe this action in their own words as well as identify the main similarities. To be able to perform a basic though technically correct discus throw using modified equipment, starting from a side-on position and using a turn of the upper body.


Student



To be able to demonstrate stretches - Hold stretches for 8 seconds.


Basic Discus- Teacher discusses the event and compares it to the shot putt using question and answer technique.To know that the discus uses what is known as a slinging action and be able to describe this action in their own words as well as identify the main similarities and differences between the discus and the shot.

To be able to grip the disc (or modified other) using the correct grip and be able to check the grip of the partner.

To know how the timing and angle of release affects the total distance thrown.

To be able to perform a basic though technically correct discus throw using modified equipment, starting from a side-on position and using a turn of the upper body.- Observe demonstrations and event

- Look at actions of body( What major muscles were used

( What type of words they would use to describe the shot putt event

- Students practice the grip using quoits/indoor discs. Partners check each others grips and correct if necessary. Roll off index finger last

Side ways on

Arm straight on rotation( Partners check each others grip and correct if necessary.

( Pupils use diagrams

- Partner disc roll. Partners stand opposite each other 10 metres apart. Students take it in turns to bowl or roll the disc along the ground towards each other Pupils roll the discuss along the floor

Must release off index finger last with straight arm( emphasise the disc rolling out of the front of the hand, leaving the first finger last.

- Individuals shadow the slinging movement Bend knees

Spring up and throw at same time

Hand above discus

Feet shoulder width apart

Chin, knee, toe, away you go

Arm extend up and out

Pull arm from behind body

Bend knees

Follow through with arm around body( Partners check each others grip, stance, angle of release and correct if necessary.

- Partners take it in turns to throw the disc. Start - side on position with the non-throwing shoulder leading.

- Students explore (still on teachers throw & retrieve instruction) the affect that trajectory has on the total distance thrown.( mark scoring zones out using cones

( Pupils use lighter discuss

- Mini-team competition using scoring zones as in shot putt. Split class into 4 grps. combine teams score. To throw the discuss correctly and carefully

record their throws correctly

Record distances

- PEER EVALUATION



EquipmentTV & video, Record sheet, Peer analysis, discuss approp. Weight, Cones, Tape measure, Whistle



Comments / Notes / Improvements:





All students must retrieve their Discuss at the end, when everyone has thrown.

Make a range of Discuss available of varied weights for students.





Lesson

1Subject: AthleticsLesson: Intermediate Sprint Start Year: 8 Group:

Ability: Period:


SEN:

Objectives: To understand what is meant by the term acceleration and know that short strides out of the crouch start gradually increasing to longer strides allows for more effective acceleration and ultimately a faster finish time. To know what signals are used to start a race and be able to start a competitive race.

To be able to use the full crouch start to be begin a sprint race.


Warm UpIndividually follow commands e.g. high knees, kick bums, arms driving, sprint on spot.Know and understand the need to warm up before exercise.

Use arms for balance

Head up at all times

Look forward.

( Ask students how they could make warm up easy / harder / intense

Pair Stretching


To know the names of major muscles. To carry out in pairs correct stretching routines safely. Hold stretches for 8 seconds.

No bouncing.( Get pupils to demonstrate a stretch each

Intermediate Sprint Start- Students assume full crouch position and practice start technique (dont sprint more than 5 metres).To be able to perform a semi and full crouch start.

To understand what is meant by the term acceleration and know that short strides out of the crouch start gradually increasing to longer strides allows for more effective acceleration and ultimately a faster finish time

To know what signals are used to start a race and be able to start a competitive race.

To be able to use the full crouch start to be begin a sprint race.

To be apply the start technique to the 100m sprint.

Hands behind line with fingers spread

Dominant leg back

Non dom leg bent at line

Push up and away with legs( Pupils evaluate position of partner

( Use diagrams to help the evaluation

- Partner timed sprints. From crouched position teacher calls On your marks, set, GO!. On GO students sprint as far as possible (one partner at a time). Teacher times 5 seconds and then calls STOP!. Marks: - Place the right foot behind the line

- Place the left foot behind the right

- The toe of the right foot should be turned under

- Hands should be slightly wider than shoulder width with fingers behind line forming a bridge

- Arms should be straight but not locked

- The head and neck in line with the spine

Set: - Hips raised to a position slightly higher than the shoulders

- There should be an angle of 90 degrees at the front knee

- shoulder should be above start line

- head and neck in line with the spine

- Remain motionless.

- Use a different stride technique each time( Set targets for pupils Record distances ran

The non-running partner uses a cone to mark where the sprinter was when the teacher called stop.

- As above, though explore different stride lengths as an attempt to beat their previous distance.( Give the pupils instructions about different techniques e.g. fairy steps, bounding

- 50-metre sprint races using full crouch start. Use students as starters. Look forwards

Knees as high as possible

Head still

Keep within lane

Run through to the line

Do not pull up short Record times

100 M State Olympic and world record for 100m

Record times

Cool DownThe 2 students chosen to lead the cool down do soTo understand why you Cool Down and do rhythmical movement after exercise- Gentle walking speed.

- Take in deep breaths

- Keep upright( Ask pupils questions why a Cool down is essential after exercise

EquipmentTV & video, Record sheet, Peer analysis, Cones, Tape measure, Whistle



Comments / Notes:


- All jewelry and gum must be removed at the start of the session. - Check the area for any litter, glass or animal mess.

- Make sure that the staring surface is not slippery. - Ensure students are fully warmed up before attempting the sprint start.- Training shoes are to be fastened properly.



Lesson

2Subject: AthleticsLesson: Intermediate distance Year: 8 Group:

Ability: Period:


SEN:

Objectives:

To recognise that different athletic events require different types of fitness and to understand the difference between high-intensity vigorous activity and less vigorous, more sustained activity. To know and understand what is meant by the term pacing. To be able to run at an even pace over middle and longer distances.


Student



To be able to demonstrate stretches relevant to Athletics Hold stretches for 8 seconds

No bouncing.( Get pupils to incorporate stretching with Objects used in the lesson

Intermediate distance- Discuss the need for pacing during races. To know and understand what is meant by the term pacing.

To be able to run at an even pace over middle and longer distances.

To recognise that different athletic events require different types of fitness and to understand the difference between high-intensity vigorous activity and less vigorous, more sustained activity. Use whole of body not just legs

Dont set off fast, better to go slower and then quicken up.Q & A regarding which events may need pacing and why.

- 400m raced recorded Arms pumping from waist to chin

Heel to toe action with legs

Looking forwards

Stay within lanes

Breath regularly - Record times

- 800 metres race (differentiate to suit the ability of the students). Keep looking forward

Keep arms pumping

Take deep breaths

Light on feet heel to toe contact.

Pace yourself

Stay in lane for first 20 50 mQ&A them about what would happen if you went off sprinting in the 800 metre race

( Start pupils off at different distances and times



EquipmentTV & video, Record sheet, Peer analysis, Cones, Tape measure, Whistle



Comments / Notes:

Improvements:



- Check the area for any litter, glass or animal mess.

- Make sure that the staring surface is not slippery.

- Ensure students are fully warmed up.- Training shoes are to be fastened properly.

- Tell pupils with health effects to walk when appropriate



Lesson

3Subject: Athletics

Lesson: Basic Hurdles Year: 8 Group:

Ability: Period:


SEN:

Objectives: To know that there are a variety of techniques used when hurdling and be able to explore and examine the efficiency of these different methods.

To be able to perform an effective hurdling technique and use the technique during a short hurdle sprint race.


Student





Basic Hurdles- Teacher discusses event and students view a top-class hurdler on TV.To know that there are a variety of techniques used when hurdling and be able to explore and examine the efficiency of these different methods.

To know that the hurdlers running should not be interrupted by stuttering when approaching a hurdle and be able to clear a series of repeating hurdles using a modified stride.

To be able to perform an effective hurdling technique and use the technique during a short hurdle sprint race.

To know competition rules regarding false starts and hurdling- Observe video

- Listen to feedbackQ & A regarding video

- Walk through hurdling technique over low cane hurdles.- As you approach, attack the hurdle

- Approach with speed and drive

- Lean slightly forward

- Drive arms up forward and upwards

- Lead with left arm as right leg is lifted

- The lead leg reaches, drives the hurdler up into the hurdle, creating the force necessary to cross over

- Extend drive leg

- Bend trail leg so that it clears hurdle

- As the body clears the hurdle, whip the trail leg

- As soon as the lead leg clears the hurdle, allow it to drop

- On landing, bring the foot back at an angle towards the body. Do not land with straight legs

- Explode away with first two steps( Decrease height of hurdle

( Increase distance between hurdles

- gradually increase height of hurdles and speed of run.( Decrease size of height

( Use canes and elasticated bars

( Use correct height for each age group

( Increase size of height

Allow students to choose which row to use and give them the opportunity to change if they wish.

- using a row of higher hurdles. The runner runes to the left side of the row. The right leg is raised and goes out in front to clear the hurdle, the left leg trails and comes down the side of the hurdle

- students practice timing and length of strides between hurdles. (have 3 rows of hurdles, each has a slightly larger gap in between the hurdles)

- 30-metre hurdle sprint with student starters and officials.- Record Times

- Peer evaluation of performance

- 60 M HURDLES RACE



EquipmentStopwatch Tape measure cones TV and Video Record sheets Peer analysis sheets Hurdles



Comments / Notes:

Improvements:






- Make sure the cane hurdles are set up so that they will fall if knocked as opposed to tripping up the student.

- The cane hurdles should have rubber bungs on each end.



Lesson

4Subject: AthleticsLesson: Basic Relay & Changeover Year: 8 Group:

Ability: Period:


SEN:

Objectives: To be able to run whilst holding the baton in the correct grip.To be able to pass the baton to the person in front and receive it from the person behind using the correct technique.To know and understand the laws that govern the relay changeovers


Student





Basic Relay & Changeover- Question and answer regarding relay event.

- baton tag. The person who is on attempts to tag others in an area, whilst carrying a baton in the other hand. To know which distances are included in athletic relay events.

To be able to run whilst holding the baton in the correct grip.

To be able to pass the baton to the person in front and receive it from the person behind using the correct technique.

To know and understand the laws that govern the relay changeovers

To know and understand the importance of performing the changeovers at speed and the responsibilities of both people at the changeover

To be able to perform the changeover on the straight and on a bend

To be able to pass the baton during a modified relay race.

To know not to block some ones path after passing on the baton

To be able to perform the changeover accurately and precise- Cannot make contact with a person with the baton

- Stay within the grid( If they tag somebody they pass the baton to them and are no longer on or they become on also after sprinting to get a baton

- static baton exchange. 4 students per team, start one behind the other (about a yard between) behind the start line with the baton with the person at the back. The baton is passed continually to the person in front before they sprinting to the front

- The first team to get everybody over the finish line 20 metres away is the winner.- Students cannot move with the baton

- When they have past the baton on they must become the front of the queue

- Must stay in side lane when changing over

- out = if they drop the baton( Pupils must evaluate techniques of the exchange and agree with techniques to try

( Increase the distance( Decrease the distance

- 4x25 metre relay in straight line. (practice before racing)

- change on bend- Run with head up

- Keep baton held in hand tight

- Create a V with hand so baton can be placed in hand correctly

- Swap baton into opposite hands to partner i.e. Right to left left to right

- Carrier watches baton into hand

- when pupils are 10 metre start walking and increase pace till changing baton

the pupils should be jogging whilst the team-mate is approaching

- position themselves to one side of the line

- cannot go into another lane( Perform at speed( Perform walking

- Continuous relay. The class is split into 2 groups who are to race against each other. Place one person from each of the 2 groups at intervals around field ( Put a time limit on the race, e.g. 7 minutes. The first baton back to the finish line after this time is the winner.

4 x 100m

- numerous goes

team evaluate performancesQ & A Rules of the relay( Pupils evaluate performance and create strategies to improve it

( Decrease distance

( Continuous relays

- PEER EVALUATION



EquipmentStopwatch Tape measure cones Record sheets Team analysis sheets Batons Bibs



Comments / Notes / Improvements


- All jewelry and gum must be removed at the start of the session. - Training shoes are to be fastened properly.

- Check the area for any litter, glass or animal mess. - Make sure that the staring surface is not slippery.

- Ensure students are fully warmed up. - Tell pupils with health effects to walk when appropriate - Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them up.



Lesson

5Subject: AthleticsLesson: Intermediate high jump Year: 8 Group:

Ability: Period:


SEN:

Objectives: To be able to perform the scissors technique from an extended curved run up. To understand why the curved run up is used and know why it is more effective. To be able to use the curved run up to improve on a previous personal best jumping height.


Student





High jump

- Scissors- scissors over bar using shortened straight run up.To be able to perform the scissors technique from an extended curved run up.

To understand why the curved run up is used and know why it is more effective.

To be able to use the curved run up to improve on a previous personal best jumping height.

To be able to alter the height of the bar and measure the height of successful jumps.

To know and understand the correct techniques in approach, take off, flight and landing.

To be able to perform the correct techniques in approach, take off, flight and landing.

To know and understand the laws that govern the High Jump- Take off leg will be closest to bar on take off

- Listen

- Hands up to answer.

- Use arms to get extra height

- Bend knees into jump

- Take off on one foot and land on two.

- Bring head and chest up as you jump.

- Nearest leg to post is take off leg

- Run on the curve into the jumpQ & A regarding speed and momentum.

- as above, students follow an extended, curved run up from the left and right side (marked out using cones) and perform the scissors over the bar.( Pupils observe and evaluate partners performance

- as above, aiming to beat the personal best. Increase the height of the bar following each successful jump (use thick landing mats as the students will be landing on their backsides as the bar gets higher. Students are to officiate. Record distances

- PEER EVALUATION

- Competition- Use correct footwork and technique in air

- Adhere to the rules of the high jump Record distances

Two goes at each section only



EquipmentTV & video Record sheet Peer analysis sheet Bars Mats Crash mats



Comments / Notes:

Improvements:






- Ensure the bar will come down if knocked.

- Check the stability of the supports.

- Check the suitability of the landing mat. Landing mats should not be stacked one on top of the other unless a recommended covering to bind the mats together is used.

- Pupils must walk off the mat carefully

- Must not block the path of the runners

- Must never approach when a person is still on the mat



Lesson

6Subject: AthleticsLesson: Intermediate long jump Year: 8 Group:

Ability: Period:


SEN:

Objectives:

To understand the importance of speed during the approach run and know that at the point of take off the momentum gained during the run up must be converted to distance in flight. To be able to perform the long jump using an extended run up and leg shoot and use this technique to improve on a previous personal best.

To know how jumps are measured and be able to measure the distance jumped by others accurately


Student





Intermediate

Long jump- long jump into pit using 3/5/7/9 stride run up.To understand the importance of speed during the approach run and know that at the point of take off the momentum gained during the run up must be converted to distance in flight.

To be able to perform the long jump using an extended run up and leg shoot and use this technique to improve on a previous personal best.


To know and understand the correct techniques in approach, take off, flight and landing.


To know and understand the laws that govern the Long Jump

- Mark out correct run up distances on track

- Take off at board

- Raise knee upwards

- Opposite arm with leg to get height.

- Bring head and chest up with knee

- Look ahead when jumping not at feet

- Use arms to get height for take off

- Bring head and chest up and forwards

- Land with two feet

- Do not reach back, reach forwards

- Use momentum to move forwards

Record distances

- as above, students mark out and change accordingly a start position for their run up (use cones, pebbles).( Pupils after each jump evaluate run up distance and their partners performance

- as above, using leg shoot.

long jump aiming to beat personal best.

Students to measure and officiate. Record distances pupils evaluate technique and performances

Q & A regarding power and momentum used in the long jump



EquipmentRake Tape Record sheet Peer analysis Whistle Cones



Comments / Notes:

Improvements:





- Ensure students are fully warmed up before - Training shoes are to be fastened properly.

- The pit should be thoroughly raked before use, checking it for litter, broken glass or animal mess.



- Pupils must walk out of the pit carefully


- Must never approach when a person is still in the pit



Lesson

7Subject: AthleticsLesson: Basic triple jump Year: 8 Group:

Ability: Period:


SEN:

Objectives: To be able to describe the order of the hop, skip and jump.

To be able to identify the main similarities and differences between the long jump and the triple jump.

To be able to perform a basic though technically correct triple jump from a standing start.


Student



- Hold stretches for 8 seconds.


Basic triple jump- Q & A To be able to describe the order of the hop, skip and jump.

To be able to identify the main similarities and differences between the long jump and the triple jump.

To be able to perform a basic though technically correct triple jump from a standing start.


To know and understand the correct techniques in approach, take off, hop, flight, skip, jump, and landing.


To know and understand the laws that govern the Long Jump- Listen to pupils

- Make positive suggestionsQ&A regarding event and comparisons made to long jump.

- students moving around area. Every 5 steps perform a hop-step and jump. Experiment with take off legs.- No stopping between phases

- Perform a hop, step jump

- Watch out for others

- Alternate take off feet

- Bring arms up and over

- Drive up with knee

- Body should move upwards and out

- Two footed landed Discuss the importance of the height and distance and how it created and improved

- standing triple jump into pit (again work widthways if possible). Incorporate the inclusive scoring zones as in basic long jump.

- Triple jump into pit- Make good contact with board and floor

- Arms must come up to head on all 3 phases with knees and body driving upwards at all times

- Push off and up with power

- Knees bent on landing and throughout all the phases.

- Use arms for balance within phases

- Land on two feet or on bum

- Do not fall back( Set individuals distances to beat every go or over a total of three and five goes

Record distances

- PEER EVALUATION

TEAM TRIPLE JUMP: In groups of four. Total all their jumps to see if they beat the Olympic record



EquipmentRake Tape Record sheet Peer analysis Whistle Cones



Comments / Notes:

Improvements:






- The pit should be thoroughly raked before use, checking it for litter, broken glass or animal mess.



- Pupils must walk out of the pit carefully


- Must never approach when a person is still in the pit



Lesson

8Subject: AthleticsLesson: Intermediate shot putt Year: 8 Group:

Ability: Period:


SEN:

Objectives:

To understand that distance can be added to the throw by adding a low to high whole body movement, as well as a full follow through.

To be able to perform a technically correct putt using an appropriately weighted shot, starting from a semi-crouched position facing away from the direction of the throw and including a rotation of the upper body (Chin-knee-toe).

To be able to measure the distance that is thrown by another student.


Student





shot putt- Putt using appropriately weighted shot from side on position with turn.To understand that distance can be added to the throw by adding a low to high whole body movement, as well as a full follow through.

To be able to perform a technically correct putt using an appropriately weighted shot, starting from a semi-crouched position facing away from the direction of the throw and including a rotation of the upper body (Chin-knee-toe).


To understand the need for safety procedures that are in place during the lesson and also during top class athletic meetings.

Chin, knee, toe in line

Shot put must be on finger tips and not in palms

Shot putt loosely rests at neck

Bend knees for height

Shot putted from neck

Accelerate arm from neck, up and out

Twist hips for extra power

Release with a 45 degree angle of release

Release putt

Chin, knee, toe and away you go.( Use rotation

( Use glide technique

( Pupils set themselves a distance they have to throw to in a certain amount of throws

( Use lighter shots

( Take away turn and just putt from basic position

- as above, though starting from a side-on, slightly crouched position and extending this position whilst throwing.

- as above, this time with chin, knee, toe in line, crouching over the back foot. Use a rotation of the upper body.

- mini shot putt competition with student officials. Use above technique to putt the shot

Do not cross line

Record distances thrown

Pupils officiate

- PEER EVALUATION



EquipmentRecord sheet Peer analysis Shot putt approp. Weight Cones Tape measure Whistle



Comments / Notes:

Improvements:





All students must retrieve their Shot Put at the end, when everyone has thrown.

Make a range of shots available of varied weights for students.





Lesson

9Subject: AthleticsLesson: Intermediate discus Year: 8 Group:

Ability: Period:


SEN:

Objectives:


To be able to perform a technically correct discus throw using appropriately weighted equipment, starting from a semi-crouched position facing away from the direction of the throw and including a rotation of the upper body.



Student





Intermediate discus- throw using appropriately weighted disc from side on position using turn.


To be able to perform a technically correct discus throw using appropriately weighted equipment, starting from a semi-crouched position facing away from the direction of the throw and including a rotation of the upper body.

To be able to measure the distance that is thrown by another student. Roll off index finger last

Side ways on

Arm straight on rotation.

Bend knees

Spring up and throw at same time

Hand above discus

Feet shoulder width apart

Twist hips for extra power

Pull arm from behind body

Bend knees

Chin, knee, toe and away you go

Arm extend up and out

Release with a 45 degree angle of release

Follow through with arm around body Record distances

( Use rotation

( Pupils set themselves a distance they have to throw to in a certain amount of throws

( Use lighter equipment

( Take away turn and just putt from basic position

- as above, though starting from a side-on, slightly crouched position and extending this position whilst throwing.

- as above, this time with chin, knee, toe in line, crouching over the back foot. Use a rotation of the upper body.

- mini discus competition with student officials Record distances

- PEER EVALUATION



EquipmentRecord sheet Peer analysis Discuss approp. Weight Cones Tape measure Whistle



Comments / Notes:

Improvements:





All students must retrieve their Discuss at the end, when everyone has thrown.

Make a range of Discuss available of varied weights for students.





Lesson

1Subject: Athletics

Lesson: Sprint Start from blocks Year: 9 Group:

Ability: Period:


SEN:

Objectives:

To be able to perform a technically correct start using starting blocks. To be able begin a sprint race from a set of blocks. To understand how using blocks benefits the sprinter and be able to describe in simple mechanical terms why remaining low from the blocks for the first leg of a sprint improves acceleration.



Pair Stretching


To know the names of major muscles. To carry out in pairs correct stretching routines safely.Hold stretches for 8 seconds.

No bouncing.( Pupils perform their own stretches

Sprint Start from blocks- Teacher shows students how to measure blocks and set them up according to individual size and shape.

To understand how using blocks benefits the sprinter and be able to describe in simple mechanical terms why remaining low from the blocks for the first leg of a sprint improves acceleration.

To know the tactics performed in the different types of sprint races

To know and understand the importance of power and drive from the blocks and be able to perform this with the races

To be able to monitor the acceleration and deceleration of a sprinter at set times.

To be able to set up a set of blocks depending on the shape and size of the performer.

To be able to perform a technically correct start using starting blocks.

To be able begin a sprint race from a set of blocks.

To know and understand the laws regarding starts and the blocks Marks: - Feet correctly located in the blocks

- Fingers behind the line and form a high bridge

- Hands evenly positioned slightly wider than shoulder width

- Shoulders back and vertically above or slightly forward of the hands

- Arms straight but not locked

- Head and neck in line with the spine

- Eyes focused on the track (1 to 2 metres ahead)

- Gentle breathing

- Face and neck muscles relaxed

Set: - Hips rise slowly to a position above the shoulders - Head and neck in line with the spine

- Eyes focused on the track one or two metres ahead

- Shoulders vertically above or slightly forward of the hands

- Front leg knee angle approx. 90*

- Rear leg knee angle approx. 120 *

- Feet pushed hard back into the blocks

GO: DRIVE UP AND AWAY WITH LEGS

- ESTABLISH CADENCE AND TECHNIQUE

- Drive all the way through to the line( Pupils establish the distances between blocks and their fit

- Partner sprint races over 20 metres. One partner uses blocks, the other starts in the full crouch position but without blocks.

( Listen to discussions about the methods and techniques used

- Sprint from blocks for 3, 5, 7 and 10 seconds. Have a partner place a cone where you are after 3, 5, 7 and 10 seconds. ( Increase distance and time

( Set targets

Discuss the changes in distance between the cones and refer to acceleration and deceleration.

- 100-metre; 200m & 400m sprint races with student officials.NB: Blocks correctly positioned in the lane (200m/400m at a tangent to the curve)

Cool DownPupils perform their own cool down and stretching techniquesTo understand why you Cool Down and do rhythmical movement after exercise- Gentle walking speed.

- Take in deep breaths

- Keep upright( Ask pupils questions why a Cool down is essential after exercise

EquipmentStarting blocks Stopwatch Tape measure Cones Record sheets



Comments / Notes:

Improvements:



- Ensure students are fully warmed up before using the blocks.- Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them up

- Ensure students are properly warmed up at the start of the session



Lesson

2Subject: AthleticsLesson: Distance Year: 9 Group:

Ability: Period:


SEN:

Objectives:

To know that races of longer duration require the runner to pace themselves.


To recognise that different athletic events require different types of fitness and to understand the difference between high-intensity vigorous activity and less vigorous, more sustained activity.


Student





Distance- Discuss the need for pacing during races.

To understand what is meant by the termpacing.

To know that races of longer duration require the runner to pace themselves.


To recognise that different athletic events require different types of fitness and to understand the difference between high-intensity vigorous activity and less vigorous, more sustained activity.- Listen to answers and discussion

Q & A regarding which events may need pacing and why.

- Pupils in pair establish their ideal pace within the long distance race whilst running 400m- Establish a suitable pace

- Breathe regularly

- Keep head still

- Do not block path of othersObserve the pupils and listen to feedback and discussions

- 800 / 1500 metres race (differentiate to suit the ability of the students).- PACE YOURSELF

- keep constant breathing pattern

- increase and decrease pace to suit performer( Increase the distances to match ability and fitness

Q&A about pace, breathing and running technique



EquipmentStopwatch Tape measure Cones TV and Video Record sheets



Comments / Notes:

Improvements:



- Ensure students are fully warmed up.- Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them up

- Ensure students are properly warmed up at the start of the session.



Lesson

3Subject: Athletics

Lesson: Intermediate relay and changeover Year: 9 Group:

Ability: Period:


SEN:

Objectives:

To understand how changeover boxes are used during a competitive relay event.

To know the rules regarding legal and illegal changeovers in both the 4x100 and 4x400 metre events.

To be able to perform a legal changeover whilst on the move during a 4x100 and 4x400 race.


Student





relay and changeover- Pairs practice change over in straight line.To understand how changeover boxes are used during a competitive relay event.

To know the rules regarding legal and illegal changeovers in both the 4x100 and 4x400 metre events.

To be able to devise a calling system with team mates to improve the efficiency of the changeover.

To be able to perform a legal changeover whilst on the move during a 4x100 and 4x400 race.

To be able to perform the changeover fast, accurate and with precision

- Run with head up

- Keep baton held in hand tight

- Create a V with hand so baton can be placed in hand correctly

- Swap baton into opposite hands to partner i.e. Right to left left then to right

- Carrier watches baton into hand

- when pupils are 10 metre start walking and increase pace till changing baton

- they should be jogging whilst the team-mate is approaching

- one side of the line

- cannot go into another lane

- do not pull up shortQ&A Rules about relay and tactics found in relay( Peer evaluation of performances( Pupils establish who runs which leg and why

- Pairs changeover in straight line using changeover boxes

NB: mark out with cones.

- As above, in 4s. This time devise a calling system that will be used to tell the outgoing runner to start as the incoming runner approaches with the baton. Find the correct distance at which to use the call.

- As above on circular track.( Pupils practice new procedures and changes in formations to establish best techniques for their team

-4x100m and 4x400 races. Record times

(( Increase or decrease distances

Listen to peer and group evaluation

Q&A About performance in both the 100 and 400m races



EquipmentStopwatch Tape measure cones Record sheets Team analysis sheets Batons Bibs



Comments / Notes:

Improvements:



- Ensure students are fully warmed up.- Stress the importance of running slightly to the side of the person in front while passing the baton so as not to trip them

Athletics-LessonPlans.doc

Documents

running events

short distances

sprinting events

terms cadence

different cadence

x knees

running style teacher

low cadence