PE 352

Unit Plan: Track & Field

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Submitted to: Dr. Tim Hopper

Submitted by: Tony Cescon 9609396

                                                 Grayson Pettigrew  9504136

Due Date: March, 02 2001


Table of Contents:

                                                                                                                        Page #

Introduction---------------------------------------------------------------------------- 2

Philosophical Statement-------------------------------------------------------------- 3

Entry and Exit Levels----------------------------------------------------------------- 4

Learning Objectives------------------------------------------------------------------- 5

Sequence of Events-------------------------------------------------------------------- 6

Content Analysis----------------------------------------------------------------------- 7-8

Warm ups-------------------------------------------------------------------------------- 9-15

Activities-------------------------------------------------------------------------------- 16-24

Teaching Styles------------------------------------------------------------------------- 25

Block Plan------------------------------------------------------------------------------- 26-29

Assessment------------------------------------------------------------------------------ 30

Full Lesson Plan (1&2)---------------------------------------------------------------- 31-32

Safety Considerations------------------------------------------------------------------ 33-34

Indoor Alternatives--------------------------------------------------------------------- 35

References------------------------------------------------------------------------------- 36

Appendix--------------------------------------------------------------------------------- 37-41

 

 

 

 

 

 

 

 

 

 

Introduction:

 

Unit:  Track and Field

 

Grade: Nine

 

Lessons:  Ten

 

Class Time: One Hour

 

Purpose:  The introduction of concepts for every running, throwing, and jumping activities with the purpose of developing greater abilities and understanding.

 

Events:          

·      Running: Sprints, Starts, Relays.

·      Jumping: Long Jump, Triple Jump, and High Jump.

·      Throwing: Discus, Shot Put, and Javelin.

 

Implementation: 

This track and field unit will be spaced out with related activities between lessons.  An example is having a baseball unit mixed with this unit. Implement a batting session in the next class after a discus lesson, a throwing lesson following a javelin lesson, etc.

Baseball has the same concepts that track and field incorporate.  The force production of a throw and batting is the rotation of legs, hips, chest, and arms.  The use of sprinting in base running and fielding.  Another example is maybe developing a mix of soccer skills in the same week as the sprinting and sprint starting lessons.

It is up to the teacher to guide the students into making a connection between sport concepts and skills.  There is a large overlap between many spots involving the preparation of a task, the windup, the force production, and recovery.

 

Main Concepts:

 

1.     Jump higher and longer.

 

2.     Run faster and further.

 

3.   Throw further.

 

 

 

 

 

 

 

 

Philosophical Statement:

 

            Physical education is commonly stereotyped as a floater class where you can check your brain in at the door and just play for an hour. However, this is not the case. PE is the only opportunity students have to combine and utilise all three learning domains at the same time. Of course the students themselves do not realise this, but we, as educator must take advantage of this situation to create a special connection with the students. This unique opportunity allows students to interact and bond with their peers in a variety of ways not offered in a classroom setting. PE should expose student to, and expand their knowledge of the many available activities that embody an active lifestyle.  Furthermore, PE should progress the students cognitive abilities (knowledge, comprehension, application, analysis, synthesis, and evaluation) as well as enhance their emotional/social and interpersonal skills. This can be accomplished through a foundation of psychomotor development, which, if administered appropriately, utilises one’s cognitive and social abilities to complete the given tasks. Through the use of different teaching styles, activities, and problem solving strategies PE may have the most profound effect on the future capabilities of students to articulate with peers and/or colleagues as well as providing the knowledge of healthy lifestyle choices. From this statement we could then extrapolate that an effective PE experience could lead to a more balanced and productive lifestyle.

            This unit will provide the students the opportunity to explore, expand, and practice the cognitive, affective and psychomotor aspects of track and field with the underlying theme of active living. This will be accomplished via practical instruction, games, social activities, problem solving and individual practice.

             

 

 

 

 

 

 

 

 

Entry and Exit Outcomes:

           

This being a grade nine class we would expect that the students have been exposed to the different activities involved in track and field. We would assume they have some knowledge of the basic techniques, rules and regulations of the various events. We will attempt to expand on their previous knowledge and skill level as well as reinforce a positive attitude towards the sport and to their own abilities. We expect to challenge the students’ beliefs and perceptions of the sport and to provide them with the opportunity to improve individually as well as in a group setting.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Objectives:

 

"What do we expect our students to know, perform, and value as a result of participation in this unit?"

 

Outcomes:  TSWBAT

 

Psychomotor:

·      Demonstrate the concepts to throw further, run faster, and jump higher and longer.

·      Demonstrate proper form and technique while performing each event.

·      Standards for individuals will be set from initial performance and they will be expected to improve their performance relative to their ability.

 

Cognitive:

·      Verbalise the rules and regulations of each event.

·      Analysis of a partners technique and give positive corrective feedback to improve their ability in each event.

·      Understand and follow safety guidelines for each event.

 

Affective:

·      Work comfortably and efficiently with in a team and partnered situation.

·      Co-operate in the set up and take down of equipment in a positive manner.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sequence of events:

 

Track & Field Unit ( Ten lessons) March 2001

Sun

Monday

Tues

Wednesday

Thurs

Friday

Sat

4

5 Sprinting

   Sprint Starts

6

7 Relays

8

9 Hurdles

   ‘Inclusion’

10

11

12 Discus

     ‘ Reciprocal

       Task  

        cards’

13

14 Relay races

     Practice/

     Testing

15

16 Long Jump

     ‘Self check

       task card’

17

18

19 Shot Put

     ‘Guided 

      Discovery’

20

21 Relay

     Triple Jump

     ‘Self check

      task card’

22

23 High Jump

     Javelin

     ‘Self check

      task card’

24

25

26 All event   

     Practice/

     Testing

     ‘Self check’

27

28 Next Unit

29

30

31

*Note: All distances and times are recorded daily by the students partners and written up on the wall chart by one of the sicky’s in the class. All students must put their names on their task sheets and are responsible for them.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Content Analysis:

 

Jumping

Psychomotor:

Preparation:

·      Measuring out the proper run up/approach.

 

Windup:

·      Speed of run up.

·      Driving arms back.

 

Force Production:

·      Driving up the arms at take-off.

·      Driving up the leading knee/leg.

·      Short last step.

 

Recovery:

·      Flight movements; hang or hitch kick.

·      Landing with two feet.

·      Transfer weight forward.

 

Cognitive Matter:

·      To think about the use of the limbs to create momentum.

·      To think about how speed can be turned into distance in the air.

·      To think about the rules and regulations of each event.

 

Throwing

Psychomotor:

Preparation:

·      Grip

 

Windup:

·      Twisting of the body.

·      Keeping body low.

·      Arm straight back for discus and javelin, or tucked in for shot put.

 

Force Production:

·      Untwisting in order of legs, hips, chest, and then arms.

·      Glide, Rotation, or run up.

·      Arm push, pull, and/or sling.

 

Recovery:

·      Regaining balance.

·      Follow threw.

 

Cognitive Matter:

·      To think about the use of extended limbs to create power to throw greater distance.

·      To think about the use of the run up and twisting motion to generate power.

·      To think about the rules and regulations of each event

 

Running & Relay

Psychomotor:

Preparation:

·      Setting up starting blocks.

·      Sequence of runners.

·      Pace of run.

 

Windup:

·      Transfer weight forward.

 

Force Production:

·      Driving legs and arms.

·      Increased rate of steps.

 

Recovery:

·      Slowing of pace.

 

Cognitive Matter:

·      To think about the proper technique of running, knees high.

·      To think about the pace of running different distances.

·      To think about the rules and regulations.

 

 

 

All records will be recorded from the collection of reciprocal and self-check task cards, the teacher's observations, the teachers timed results, and the teachers/observers measurements.

*Note: Inevitably there will be a wide variation in skills and abilities amongst the class.

Because of this fact, the break down of each skill will be different for students with high or low ability. For example; A student of lower ability may need the shot put broken down into a number of steps, such as, hold the shot in your finger tips, hold shot under your chin, keep elbow out,

 

 

 

 

 

 

Warm ups:

 

1.     British Bull Dogs: 

Using half a soccer field or basketball court depending on weather conditions, have the class line up on one end line.  There will be 2-3 bulldogs in the middle in which the class must attempt to avoid and make it to the other end line.  If tagged that student will be converted to a bulldog.  Variations:  beanbags (knee, head), one or two hands, below waist, etc.

 

oo -------------------------------->

o o o

oo oo                                     X

o  o   o

ooo

o   o o  oo --------------------->

 

 

 

X

                     * X = Bulldogs

                        o = Free Students

 

2.     Rectangle Progressions:

The class lines up on the wide side of a 40m rectangle.  The rectangle is split into 4, 10m sections.  The progressions will be a 10m exercise, 10m walk, 10m exercise, 10 walk, then turn around and do the same on the way back. 

Possible activities: high knee marches "A's," skipping A's, fast A's, high knees with a leg extension at the top marches "B's," skipping B's, fast butt kicks, quick feet, bounding, cross-overs, side stepping jumping jacks, grape vine, regular skipping, the fire hydrant, and jumping as high as possible alternating jumping legs.

Note: once the class gets used to these progressions, they can become student lead.

 

Start

 

       Activity

 

 

 

 

        Walk

 

 

      Activity

                     End

 

       Walk

             /-------10m-------/

             /----------------------------------------40m------------------------------------/

 

3.     Paper, Rock, Scissors Tag and Chase:

Using half a soccer field or basketball court depending on weather conditions, the class will be divided into two.  Each of the two groups will line up at opposing ends of the court/field.  This is that teams safety area.  They will decide as a team what symbol they will use, paper, rock, or scissors.  The two teams will then line up in the middle 2 yards away from each other and on the count of three by the teacher they will show their symbols.  The winning team will then chase and attempt to tag the other team to convert them to their own team.  Paper wraps rock, scissors cut paper, and rock smashes scissors.  The team with the most members by the end of the game or the team that gathers everyone wins. The progression sequence should be a walk,

 

 

then a jog, then a full out run.  The teacher could change the difficulty by varying the tag from one hand to two hands.

 

      o o

Safe  o

Area o

o  oo o

ooo oo

 

                                Paper

                                 Rock

                            Scissors

 

oo ooo

o o Safe

o oArea

o oo o

ooooo

            * Note o = students

 

4.     Letter Chase:

Using half a soccer field or basketball court depending on weather conditions, the class will be divided into two. The class member will pick a partner of relative similar speed.  They will then line up at opposing ends of the court/field.  This is that teams safety area. The partners will then line up, facing each other in the middle 2 yards away from one other.  The teacher will then designate each team with a letter.  When the teacher says a ward that begins with that particular letter, that team becomes the offence and the other team is the defence.  The offensive team will then chase and attempt to tag the defending team to convert them to their own team. The team with the most members by the end of the game or the team that gathers everyone wins.

Possible progression: walk, jog, run, one hand, two hands, and a cognitive progression by changing the placement of the letter from first to second, or last, or second to last.  This will cause the class to think quickly about the spelling of the word.

 

5.     Discus Stations:

Set up four stations alternating upper body, and lower body.  The class is divided into 4 teams.  Each team will then go to their station. 

·      Station 1: Bean bag hurdling relay.  The team must run over a series of low hurdles approximately 3m a part, circle around a cone and run backhanding the beanbag off to the next in line.  Three stations to keep the class active.  The team is trying to get as many people threw the relay as possible calling out the number of times out loud. 

·      Station 2: Medicine ball relay.  The individuals will be sitting in a circle with their backs facing the middle, but close enough to each other to pass a medicine ball.  The object is to pass the medicine ball around the circle as fast they can to get as many repetitions as possible in the designated time. This task can be modified by the addition of another medicine ball. 

·      Station 3: Frog jump relay.  The team is divided into three and each member must frog jump 10m, around a cone and back again trying to get as many repetitions as possible.  This is not leapfrog, but a frog jump, on all fours springing up and out. 

·      Station 4: Basketball singing for distance.  The team will be divided up in to 2's or 3's, each group having a basketball, and will line up 4m apart from each other.  The group will the begin throwing the basketball to each other taking a step back

 

 

 

after each catch throw.  They are trying to see how far they can throw a basketball.

 

1                                                               2

                           Stations

3                                                                4

 

6.   Shot Put Stations:

Set up four stations alternating upper body, and lower body.  The class is divided into 4 teams.  Each team will then go to their station. 

·      Station 1: Piggyback relay.  The individuals must run to the cone with their partner on their back, and then switch for the way back.

·      Station 2: Two-handed basketball throw.  The team will be divided up in to 2's or 3's, each group having a basketball, and will line up 4m apart from each other.  The group will the begin throwing the basketball to each other taking a step back after each catch throw.  They are trying to see how far they can throw a basketball. 

·      Station 3: Shuttle run.  The students will run back and forth to progressively larger distant cones, lunging to touch each cone before continuing to the next. 

·      Station 4: Push up and sit up relay.  The individuals will run to the first cone and do 5 push ups, then run to the next cone and do 5 sit ups, turn around and run back tagging the next in line to go.

 

1                                                               2

                           Stations

3                                                                4

 

7.   Knee boxing:

The students will choose partners of equal size and ability and try to knee box.  Knee boxing is where one individual attempts to tap their opponent's knee without getting their own knee tapped.  The individuals are allowed to block and moving in any direction to strategies a defence and attack.  If a student's knee gets tapped they must choose a 15sec stretching exercise.

 

8.     Relay:

The class will be divided into 5, 6 person groups.  Each group will be responsible for getting a beanbag around a court, field, or track.  The court, field, or track will be marked with 4 equal distant cones where each of the team members will start having two members at the first starting cone.  The teams will have to relay the beanbag

 

 

 

 

 

around 4 times. The group will choose the order of the runners. The first lap is a speed walk, the second is a jog, and the third and fourth are a run.

                                         

9.     Battleship:

The students are assembled inside a 30yard x 40yard area, depending on the number of students and the room available.  The designated front line of the grid is named the bow, the back lie is named the stern, the left line is named the port and the right line is named the starboard.  The teacher shouts out one of these commands and the students sprint and touch the designated line.  Other commands that are involved require the student to do a specific action that will be demonstrated before the start.  These commands are: scrub the deck, man overboard, sea sick, captain on deck, and other exercises like push ups, sit ups, jumping jacks, etc.

 

                                       Starboard

             o              o   o   o    o    o     o    o    o    o   o

Bow     o  o  o    o     o       o    o     o     o     o    o  o         Stern

                o                  o      o           o       o       o      o

                                           Port

                           * Note: o = Students

 

10.  Card Stations:

A deck of cards is laid out face down in the middle of an area, field or court, with 4 stations at each corner.  Each corner station will have an activity and card symbol, spade, heart, diamond, or club on it.  It will be posted on a chair or other prop.  The students will flip a card over, read the number and symbol on it, put the card down and go to that station and do as many of that exercise as the number on the card, and then return for another card. Example is a 6 of clubs, go to the club station and do 6 of that particular exercise.  At the beginning the class will walk through a 4 card pick up sequence.  Then the class will jog the sequence, and then run.  At the end there will be a race.  To increase the diversity of this activity the class can crawl, skip, hop, etc. through the 4-card sequence.

                                         

 

 

 

11.  Medicine Ball Circle Race:

The class will be divided in to 4 groups of 8 or 9.  The groups will get into a circle approximately arm length away from each other, and facing out.  They will be passing a medicine ball around the circle clockwise 5 times, then counter clockwise 5 times.  Then one person will start the medicine ball in any direction they like and must leave the line and race the ball around the circle and back again trying to beat it.  Once everyone in the circle has completed the race, two groups will be joined and another medicine ball will be added.  Two people on the opposite side of the circle will start the balls in whichever direction they choose and run in the opposite direction to beat it back.  The two runners must watch out for the other runner.

                                                                    o       

                                                               o      *o

                                                                  o   o

*Note: o = Student

           * = Medicine Ball

 

12.  Javelin Station:

The class will be divided into 4 groups.  Each group will go to their station. 

·      Station 1: Birdie toss.  The group will be paired up with one holding a hula-hoop beside him at chest height, and the other with 4 birdies.  The object of this station is to see how many birdies you as a pair can get through the hula-hoop.  Once all 4 birdies have been thrown the partners switch. 

·      Station 2: Grapevine relay.  The groups will be separated into 2 subgroups.  Each member will grapevine to a distant cone and back again, when the next member goes.

·      Station 3: Sponge ball throw.  The group will be broken up into pairs.  They will start 4m apart and begin throwing a sponge ball for distance.  Every time they catch the ball they will take another step back.  The furthest throw will be marked for the next team to attempt to beat. 

·      Station 4: Hula-hoop bounding.  There is a set of 16 hula-hoops laid out in 4 lines of 4.  The group will be separated into 2 subgroups which will bound placing one foot in each hoop to the end and back the other side of hula-hoops.  Once a team member finishes the last bound of the first set of hula-hoops the next member can begin.  The group is trying to get as many people threw the hula-hoops as possible.

1                                                               2

                           Stations

3                                                                4

 

13.  Animal Relay: 

The students will have to relay around a course mimicking an animal.  Examples are kangaroo, elephant, horse, frog, crab, etc.

 

 

 

14.  Line Labyrinth:

The objective is to stay alive by running along the lines on the floor without having an "it" person tags them.  If they are tagged they will be converted to an "it."

 

15.  Laps For Any Activity:

The class will run a couple of laps with the addition of different arm and shoulder exercise, and different leg exercises.  Examples are arm circles, side stepping, skipping, skipping with upper body twists, etc.

 

16.  Aerobics to Music:

The teacher will lead the class through an aerobic session with the support of music.

                                                      T                                            

                                          s s s s s s s s s  s  s

                                           s   s    s  s s  s s s s

*Note: T =teacher

            s = Students

 

17.  Washington Mile:

The class will be divided up into three equal groups.  The three groups will form 3 lines.  They will then begin walking around the field/track where the last person must speed walk to the front.  When that person reaches the front they will give a signal for the last person to speed walk to the front.  After two full rotations the groups will then jog slowly for two rotations, and then jog a little quicker.

 

                                                                     

18.  Chinese Soccer:

On one field have four nets.  The class will be divided into 4 teams, each responcible for the prevention of scoring on their net, while attempting to score on other nets.  At first only two balls will be introduced, but later a third and maybe a fourth will be introduced.  As progressions you could be adding different styles of balls, like a beach ball, a soccer ball, a volleyball, etc.

 

19.  Simon Says:

The class will have to follow the tasks that "Simon Says."  The teacher or a student will lead the class.  They will perform a number of stationary exercises, like touching the knee, leg, arm, and jumping/hoping or balancing in place.   The students that a eliminated early must perform a task relating to the warm up and the lesson, like push ups, sit ups, run and touch the wall, etc.

 

20.  Follow The Leader:

The class will follow a leader around a designated area.  There could be obstacles or other stimulating items within the environment.

 

21.  Shadow Tag:

The class is divided up into pairs.  Partner 1 runs around and tries to "shake off" partner 2.  Partner must maintain a tagging distance from partner 1. On the teachers signal the two will change roles.

 

22.  Around the World:

Everyone lies on their stomach with their feet facing in.  One student is picked and gets up and runs in a clock-wise direction jumping everyone on the ground.  Once the first person has jumped two people the next person gets up and follows.  This will continue until everyone has ran 2-4times.  To increase the difficulty the floor people can be on their hands and knees.

 

23.  Throwing Golf:

The class will play a round of golf using a throwing implement.  The will attempt to get the object in the hole or equivalent area.  Such implements like a rubber ring, a beanbag, a tennis ball, an elephant ball, a hula-hoop, etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activities:

 

Þ   Major Skill: Sprinting and Sprint Starts:

 

·      Rectangle Progressions

The class lines up on the wide side of a 40m rectangle.  The rectangle is split into 4, 10m sections.  The progressions will be a 10m exercise, 10m walk, 10m exercise, 10 walk, then turn around and do the same on the way back.  The activities can be anything, high knee marches "A's," skipping A's, fast A's, high knees with a leg extension at the top marches "B's," skipping B's, fast butt kicks, quick feet, full length bounding, cross-overs, side stepping jumping jacks, grape vine, regular skipping, the fire hydrant, and jumping as high as possible alternating jumping legs.

à      Concept Development: To learn proper form for running

à      Cues: Knees high, heals to butt, head up

 

·      Standing Starts

Line the class up for a sprint start without any starting technique instructions, only the starting commands, on your marks, set, go.  Get the class to race for 20yards.  Determine where the class is starting.  The will perform again after corrective instructions/feedback from the teacher.

à      Concept Development: To develop efficient way of starting

à      Cues: Let them discovery for themselves, hints; stay low, head arm, drive the                   arms

 

·      Block or Partner Starts

Setting up for a start using starting blocks or a partner. 

à      Concept Development: To learn how blocks make starting faster

à      Cues: Hand on the line, butt in the air, push hard off the blocks

 

Þ   Major Skill: Relay Progressions: (both blind and visual techniques)

 

·      Static Baton Exchanges

Standing in a line about two arm lengths away from each other, begin pumping arms to mimic running.  Starting at the rear of the line begin passing the baton to the front of the line.  Once the baton is received pump arms for 2-3 seconds before passing it on to represent a running motion. Once the front person receives the baton, the line turns around and begins again.  The technique for passing will depend on the 100m blind pass or 400m visual pass.

à      Concept Development: Learn to pass and receive the baton

à      Cues: Hand out, extend arm, grab/release

 

·      Walk/Jogging Baton Exchanges

Walking or jogging forwards in a line passing the baton to the front of the line.  Once the leader receives the baton he/she will place it on the ground, and everyone will walk/jog over with the back person picking it up and beginning again. 

à      Concept Development: Develop pass of baton while moving

à      Cues: Don’t look back, wait and feel, grab. Extend arm, place in hand, release

 

·      Acceleration, Pass, and Deceleration

Inform the class of the acceleration and passing zones and the regulations regarding both zones.  Have the class in pairs or triples and practice at 80% pace the timing of the acceleration and pass within a 25m-passing zone.

à      Concept Development: Develop awareness of the passing zone

à      Cues:  Be sure to pass in the zone, stay in your lane

 

·      125m Relay

Divide the class into groups of 5.  There will be 4x25m passing zones.  The teams must pass the baton within the passing zone.  The zones are touching so the passer must pass within the 25m zones, and the receiver must receive and get ready to pass immediately to the next person in their passing zone. Once the fifth person has received the baton, he/she will turn around and start again.

à      Concept Development: To develop quick passing within the zones

à      Cues: Make the pass fast

 

·      Team Relay

Keeping the same teams of 5, place them in their designated areas on the track.  Run 4 cycles of an 80% race.

à      Concept Development: To get the feel of how fast the transition is

à      Cues: Stay in your lane, pass in the zones

 

·      Team Relay Competition

The same as the above, but at 95-100% speed.

à      Concept Development: To get the feel of the entire race

à      Cues: Make the passing fast, run hard

 

Þ   Major Skill: Hurdling:

 

·      Pacing Over Sticks

Setting up 4 series of 5 sticks on the ground.  Each series will begin with the sticks equal distances apart. The class is trying to get 3 strides in-between each stick.  As the class gets better, increase the distances between the sticks, but increase some distances more then others to challenge all the individuals.

à       Concept Development: To develop proper stepping at distance

à      Cues: Get three steps before the stick

 

·      Lead Leg and Trail Leg on a Wall

Place a couple of hurdles against a wall and a couple about a yard away.  The students will practice lifting lead leg and placing it against the wall above the hurdle. The hurdle just off the wall will allow the students to practice the motion of lifting, rotating and placing the trail leg on the ground while using the wall as a support.

à      Concept Development: The develop drive of the lead leg

à      Cues: Drive the leg, hit wall above the hurdle

 

·      Lead Leg Hurdling Series

Have the class practice going over a series of hurdles using their lead leg only.  The class should be able to choose of a couple of different heights to hurdle. The class will have to line up to the outside of the hurdle to emphasise the lead leg extension and placement following the hurdle.

à      Concept Development: To develop proper technique for driving the lead leg.

à      Cues: Knee high, drive leg over hurdle, down hard.

 

·      Trail Leg Hurdling Series

Have the class practice going over a series of hurdles using their trail leg only. The class should be able to choose of a couple of different heights to hurdle. The class will have to line up to the outside of the hurdle to emphasise the trail leg lift, rotated and placement following the hurdle.

à      Concept Development: To develop proper technique for the trailing leg

à      Cues: Knee high, rotate hip, be fast

 

·      Jog Over Hurdling Series

The class will practice both the lead leg and trail leg techniques while hurdling a series of medium size hurdles.  The class should be able to choose of a couple of different heights to hurdle. The class will need to line up and jump the hurdles in the middle.

à      Concept Development: Put the motions together.

à      Cues: Drive lead leg with opposite arm, make trail leg fast.

 

Þ   Major Skill: Standing Discus:

 

·      Discus Grip

Demonstrate the grip of the discus to the class.  Have the class practice holding the discus.

à      Concept Development: To develop the proper grip of the discus

à      Cues: Be relaxed, let the disc rest in your hand, hold it using the tips of your                     fingers

 

·      Discus Roll

In partners have the class line up across from each other and practice rolling the discus to their partner.  The class should practice the discus grip and the rolling of the discus off the index finger causing a clockwise rotation.

à      Concept Development: To develop the proper release off the index finger

à      Cues: Roll discus off index finger, roll in a straight line

 

·      Discus Toss

In the same partners as above have the class toss the discus a couple of feet in front of their partner.  The class will practice the smooth release of the discus into the air using their index finger to cause clockwise rotation.

à      Concept Development: To develop the release of the discus

à      Cues: Release off the index finger, try to keep the discus straight no wobble

 

·      Discus Substitute Throw

The class will practice a standing substitute discus throw. The class will line up on a line and throw into an open field.  This will be done in partners having the doer practice the wind up, power producing motions, and follow threw of the discus throw.  The partner/observer will be in charge of collecting the substitute discus, and give corrective feedback to the thrower.

à      Concept Development: To get the motion of the through without discus

à      Cues: Swing arm in an arc, back and forth smoothly, find release point

 

·      Discus Throw

In partners the class will practice a standing discus throw.  The class will line up on a line and throw into an open field.  One partner will practice the windup, the power producing motions, proper release of a discus, and the other partner will retrieve and give corrective feedback to the thrower.

à      Concept Development: To put together the throwing action with the                                                               implement

à      Cues: Smooth swing of arm, release forward, roll discus off index finger

 

Þ   Major Skill: Long Jump:

 

·      Hopping for Distance

The class will line up on a line and hop on their strong foot to another line (distance will be determined by class abilities).  The students will try to hop as far and high as possible until they reach the end line.

à      Concept Development: To develop the feel of hopping on one leg.

à      Cues: Drive as far as you can, use your arms and other leg to drive forward

 

·      Standing Two Foot Long Jump

In 4-5 groups the class will line up at the side of the sand pit and perform a standing two foot long jump into the pit.  The students will learn how to produce a two-foot jumping force and landing in sand.

à      Concept Development: To develop the landing

à      Cues: Jump with your arms, land in pit as far as you can, stretch it out, extend                             your legs.

 

·      Three Bound Run Up Long Jump

In 4-5 groups the class will line up to the side of the sand pit and perform a 3 bounding run up for a single foot long jump into the pit.  The class will see the improvement a run up makes and how to take off on one foot.

à      Concept Development: Develop the run up, and take off with one foot

à      Cues: Drive lead leg forward, use your arms

 

·      9-Stride Run Up Long Jump

In 4-5 groups the class will line up to the side of the sand pit and perform a 9-stride run up with a one foot take off long jump landing in the pit.  The class will see the importance a longer run up makes and how to generate a take off with one foot with some speed.

à      Concept Development: Develop the full run up and take off

à      Cues: Use power, speed from the run to throw your body through the air,                         drive hard with your arms arm your leg

 

·      Measure Full Run Up and Take Off

In partners the class will measure out a full run up approach starting at the end of the board.  The doer partner will run as hard as they can from the board away from the pit and when they reach their maximum speed they will step hard with their take off foot making a sound.  The observer partner will mark the spot where the foot landed.  They will switch roles to get the both their marks.

à      Concept Development: Develop proper distance of run up

à      Cues: Measure the distance backwards, see the board, drive hard

 

·      Full Long Jump

From the previously marked take off mark, the class will take turns performing a full long jump into the pit and taking off as close to the board as possible.

à      Concept Development: To put run up and take off together

à      Cues: Run hard, see the board, drive hard

 

Þ   Major Skill: Shot Put:

 

·      Medicine Ball Push

In partners the class will push a medicine ball to each other.  The partners will try to push the medicine ball as far as possible, and experimenting with height and distance.

à      Concept Development: To develop the motion of putting an object

à      Cues: Rest ball in hand, extend arm, push ball, elbow out

 

·      Grip

The class will practice holding the shot with the pads of their fingers and thumb.  This should create a space between their palm and the shot put. 

à      Concept Development: The develop the proper grip of the shot

à      Cues: Use the tips of your fingers, rest shot under chin

 

 

·      Standing Put

The class will line up in partners and perform a standing put for distance focusing on grip, trajectory, and force production.  The partner will retrieve the put and perform the same activity.

à      Concept Development: To get the feel of putting the shot

à      Cues: Extend arm, launch at 45 degree angle, elbow out

 

·      90 Degree Put

Standing sideways the doers will perform a standing put using a half twist for power production focusing on technique and distance. The observer will retrieve the put and perform the same activity.

à       Concept Development: Begin to understand the idea of power from the torso.

à      Cues: Half twist, extend the arm, elbow out

 

·      180 Degree Put

Facing the opposite direction of the put target area the student will learn how to produce force from the full twist using their legs, hips, and arms. They will focus on technique and distance. The observer will retrieve the put and perform the same activity.

à      Concept Development: Use full 180 twist of the torso to develop power.

à      Cues: Twist around, extend arm, elbow out

 

·      Glide

With out a shot the class will line up on a line.  They will face away from the target area and learn to generate speed and force by gliding across a representative area of the shot put area.

à      Concept Development: To produce momentum by gliding

à      Cues: Glide back, on one foot,  kick leg out, be tight ready to explode

 

·      Glide and Put Competition

The class will be divided up into partners and the doer will perform a glide and put focusing on proper technique and distance. The other will retrieve and perform the same activity.

à      Concept Development: To produce momentum by gliding and twisting

à      Cues: Glide back, plant feet, twist torso, elbow out, extend arm

 

Þ   Major Skill: Triple Jump:

 

·      Hopping for Distance

The class will line up on a line and hop on one foot 3-4 times, then will switch hopping feet.  The students will focus on hopping for height and distance while maintaining control until they reach the end line.

à      Concept Development: To develop hopping motion on one foot

à      Cues: Hop high, hop long, hop hard, use your arms, drive leg forward

 

·      Hop and Step for Distance

The class will line up on a line and perform a single foot hop and step, attempting to get distance.  Focusing on the relative equal distance of hop and step, and the driving forces to get height and distance.

à      Concept Development: Develop the hop step combination

à      Cues: hop and step the same distance, go high, go long

 

·      Standing Triple Jump

The class will be divided into 4-5 groups and will line up to the side of the sandpit. The class will attempt a hop, step and jump into the sandpit focusing on equal lengths between the hop and step and emphasising the 2-foot landing for distance.

à      Concept Development: Develop all three steps together, land on two feet

à      Cues: Equal distance for all parts, land with two feet

 

·      9-Stride Triple Jump from Area

The class will be divided into 4-5 groups and will line up to the side of the sandpit.  The class will attempt a 9-stride approach and triple jump into the sandpit.  Focus on the speed and control of the approach and triple jump.

à      Concept Development: Develop run up and approach

à      Cues: Control your speed, pace,

 

·      Triple Jump from Board

The class will measure out a run up approach mark and will perform an at speed triple jump taking off from the board and relative area.  They will be attempting maximum distance and equal hop and step distances.

à      Concept Development: Develop full run up and take off form the board.

à      Cues: Run hard, see the board, drive forward

 

 

Þ   Major Skill: Javelin:

 

·      Kneeling 2-Handed Basketball Throw

In pairs the class will line up on their knees and 2-handed throw a basketball as far as they can focusing on torso and arm force production.  The partners will retrieve and perform the same task.

à      Concept Development: To develop the motion of the arm for throwing.

à      Cues: extend your arms, use your body to produce power.

 

·      Grip

The teacher will demo the javelin grips, both the index-finger grip, the second-finger grip, and the V grip.  The class will then figure out which grip is most comfortable for themselves.

à      Concept Development: To develop the proper grip.

à      Cues: Hold javelin lightly, make it comfortable for you

 

·      Kneeling Javelin Throw

In pairs the class will line up with one partner on their knees holding the javelin to the side above their shoulder and the other partner standing behind holding the javelin by the rear tip.  The two will practice taking the javelin threw the path of release a couple of times, and then will throw. The partners will retrieve and perform the same task.

à      Concept Development: To get the feel of the throwing action

à      Cues: Throw straight, use your grip, extend arm

 

·      Standing Javelin Throw

In pairs the class will line up and perform a sideways standing javelin throw at the target area.  They will be trying for distance, but will focus on the smooth javelin release and the leg, hip, chest and arm motions to produce force. The partners will retrieve and perform the same task.

à      Concept Development: To develop the throw using body force.

à      Cues: Throw straight, extend the arm, and use body power to get more distance.

 

·      5 Stride Approach and Javelin Throw

In pairs the class will line up and perform a 5-stride approach and javelin throw at the target area.  They will be trying for distance, but will focus on the approach speed and smooth release of the javelin. The partners will retrieve and perform the same task.

à      Concept Development: To develop the approach for the throw

à      Cues: Hold javelin over shoulder, extend arm back, then forward and release, 

 

Þ   Major Skill: High Jump:

 

·      Rectangle Progressions

The class lines up on the wide side of a 40m rectangle.  The rectangle is split into 4, 10m sections.  The progressions will be a 10m exercise, 10m walk, 10m exercise, 10 walk, then turn around and do the same on the way back.  The activities can be anything, high knee marches "A's," skipping A's, fast A's, high knees with a leg extension at the top marches "B's," skipping B's, fast butt kicks, quick feet, full length bounding, cross-overs, side stepping jumping jacks, grape vine, regular skipping, the fire hydrant, jumping as high as possible alternating jumping legs, etc.

à      Concept Development: To develop the running approach

à      Cues: Knees high, drive the knees, pump the arms

 

·      Bounding Circular Approach

The class will learn the bounding approach to the high jump bar (or elastic, so that the students are not scared to hurt themselves on the bar).  They will concentrate on the high bounding and circular approach.

à      Concept Development: Develop the bounding run up and the circular                                                              approach.

à      Cues: Be soft and quick on your feet, follow circular path.

 

·      Scissor Kick over Low Bar

The class will perform a half circle approach and kick over a low bar.  The class must emphases getting their center of gravity up and over by driving the lead leg and arms up at take off. The students must land flat on their feet.( using mats, thick soft mats)

à      Concept Development: To develop the Scissor kick motion

à      Cues: Drive the knee up, throw the arms and the upper torso up, hips up over the bar, land on your feet.

 

·      How High Can You Go?

Have a couple of high jump stations where people will attempt to see how high they can jump using the Scissor kick technique.

à      Concept Development: To develop the entire motion of the Scissor kick and to

                                see how high they can go.

à      Cues: Follow circular path, run hard, drive and throw the body up over the                      bar (elastic) land on your back.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching Styles:

 

Command Style

The command style will be used when the teacher needs the class to perform a task immediately after the command is given.  This would occur for organisational reasons of students and/or equipment, safety reasons, and time constraints.  An example in my lesson is the use of commands for the throwing and retrieving of a thrown implement.

 

Practice Style

The practice style is used to allow the students time to practice a skill on their own and for the teacher to circulate and provide feedback on the performance of the skill. 

 

Reciprocal Style

Reciprocal style is the creation of the teacher, doer, and observer triad.  The doer performs the activity, the observer provides immediate positive constructive feedback on the task performance of the doer, and the teacher circulates observing the observer, answers the observer's questions and provides the observers with feedback.  The observer is supplied with a task card that describes the skill to help with the analysis of the doer's performance of the skill.  (See Appendix  1)

 

Self-Check Style

Self-Check style allows the student to choose the task that he/she wants to do, is capable of doing, and feels comfortable performing.  The student also has to practice their comparing, contrasting, and conclusion drawing skills to analyse their own performance level.  The teacher observes everyone for organisation, safety and then goes to individuals to give feedback.  The student is given a task card (Appendix 2) describing all the activities, their progressions to choose from, and ways of evaluating if they can advance to another task.  This style will be used when the students are circulating threw practice stations, like in lesson number ten.

 

Inclusion Style

Inclusion style creates an environment where everyone can be included into the activity.  It has multiple levels of difficulty in the same task so everyone can participate regardless of ability.  An example with in the unit plan is the use of multiple distances and heights of hurdles and hoops with in the hurdling lesson, so everyone can participate in the learning progressions.

 

Guided Discovery Style

Guided discovery challenges the students to think and solve a problem set out by the teacher.   The teacher guides the students to discover the one correct answer by asking a chain of questions with a predictable chain of answers that lead to the final answer.  Lesson number seven is an example of the use of guided discovery where the teacher will ask a question like "What is the main purpose of putting the shot in competition?"

 

 


Block Plan:

Grade Level: 9                       Activity: Track & Field

Lesson

Review Skills/Concepts

New Skills/Concepts

Major Teaching Points

Organization/ Teaching Strategies/Styles

ONE

 

1.   Sprinting

      Technique

 

 

 

 

 

 

2.   Sprint Starts

      Standing/Block

 

 

 

 

 

 

 

 

 

 

Movement:

·       High knees

·       Extended stride leg

·       Back kick

·       Opposite arm action

 

Commands:

·       On your marks, Set, Bang/Go

 

Standing Starts:

·       Lean forward

·       Strong leg forward

·       Same side arm is opposite

 

Block Starts: (optional)

(same as above)

·       Thumb and finger "V".

·       Weight forward:

Shoulders ahead of hands.

Raise seat @ "set."

Warm up - British Bull Dogs!

 

Sprinting:

1. Rectangle Progressions

 

Standing Starts:

1. Fall forward, and step = start foot.

2. Practice start on a line: find examples of poor    

    start technique.

3.     20m sprints in partners.

 

Block or Partner Starts:

1. Setting up for a start.

2. 4 x 20m sprints in partners.

 

Competitive Sprinting

TWO

1.     Sprinting

       Techniques

 

 

1.  4 x 100m Relay 

Passing

 

Blind Downsweep Pass:

·       Arm extended out behind the runner.

·       Receiving hand in “V” shape.

·       Receive on opposite side of passers arm

Warm Up – Rectangle Progressions.

 

Relay:

1. Static Baton Exchanges.

2. Walk/Jogging Baton Exchanges.

3. Circular Relay Competition

THREE

 

 

 

 

 

 

 

 

 

 

 

1. Relay Passing

 

2. Sprinting 

    Techniques

 

 

 

1. Hurdling

 

·       Three strides between hurdles

·       Lead Leg knee up, kick, and down

·       Trail Leg knee up and around, then down

Warm Up - Paper, Rock, Scissors Tag and Chase.

 

Hurdling:  Inclusion

1. Pacing over sticks on the ground.

2. Lead Leg on the wall.

3. Trail leg on the wall.

4. Lead leg hurdling series.

5. Trail leg hurdling series.

6.Jog over middle of hurdling series.

FOUR

 

1. Relay Passing

 

2.Hurdling

 

1.     Standing Discus  Throw

 

·       Stand sideways to target.

·       Feet shoulder width apart.

Wind up:

·       Weight on rear foot.

·       Reverse twist.

·       Straight discus arm.

Unwind:

·       Hips, chest, arm

·       Discus arm travels at 45-degree angle.

Release:

·       Release at eye level.

Warm Up - Discus Stations.

 

Standing Discus: Pairs

1. Discus grip.

2. Discus roll to partner.

3. Discus toss to partner.

4. Discus substitute throw

5. Discus throw

 

FIVE

 

1.     Standing Discus Throw

 

2.     4 x 100m Relay Passing

 

 

 

1. 4 x 100m Relay

       Zones

 

2. 4 x 100m Relay 

        Strategies

 

3. 4 x 100m Relay

       Race

 

·       acceleration

·       passing

 

·       First: best starter or second fastest

·       Second: third fastest or good straight runner.

·       Third: fourth fastest or good corner runner.

·       Fourth: fastest

·       Alternate hands when passing (R,L,R,L)

Warm up: Letter Chase.

 

1. Walk, jog, and running baton exchanges.

2. 10m acceleration starts

3. Acceleration, pass, deceleration.

4. 5 person 120m relay.

5. 4x100m Practice relay @ 80%.

6. 4x100m relay.

SIX

 

1.     4 x 100m Relay Zones & Strategies

 

2.     Sprinting

       Techniques

 

 

1. Long Jump

 

1. Approach

 

2. Take Off

 

3. Flight

 

4. Landing

 

Warm Up - Rectangle Progressions.

 

1. Hopping for distance: find-jumping foot.

2. Standing L.J. w/ 2 foot take off.

3. 3 bound run up and jump.

4. 9-stride run up and jump from a take off area.

5. Measure a run up and take of from board.

SEVEN

 

1. Long Jump

 

 

1. Shot Putt

 

 

1. Hold in fingers and thumb with hand gap.

2. Legs, hips, chest, and arm.

3. Put, not a throw (elbow high).

4. Tucked in chin.

 

 

 

 

 

 

 

 

 

Warm Up - Shot Put Stations.

 

Guided Discovery.

1. Medicine ball push in partners.

2. Substitute push.

3. Grip.

4. Standing put.

5. 90-degree Standing put.

6. 180-degree Standing put.

7. Glide.

8. Glide and Put competition.

EIGHT

1. Shot Putt

 

 

 

1.   4 x 400m Relay

       Passing

 

2. Triple Jump

 

 

 

1. Turn and Grab

 

 

 

2. Triple Jump

·       Hop, step, and jump.

·       Drive up lead leg.

·       Swing arms forward and upward.

·       Equal distance of hop and step.

·       Two foot landing.

 

Warm Up - Walking, jogging, then running relay.

 

Looking Pass:

1. Standing Grab.

2. 120m Relay.

 

Triple Jump: Inclusion

1. Hop for Distance.

2. Hop & Step for Distance.

3. Standing triple jump.

4. 9-Stride triple jump from take off area.

5. Running triple jump from board.

NINE

1. Triple Jump

1. High Jump

 

 

 

 

2. Javelin

1. High Jump

·       Drive lead leg and arms up at take off.

·       Semi-circle approach.

·       Drive hips up.

 

2. Javelin

·       Reach as far as possible back.

·       Lead with elbow.

·       Knees, hips, chest, and arm.

·       Release ahead of body and above shoulder.

Warm Up - Javelin Stations.

High Jump

1. Rectangle Progressions.

2. Bounding Circular Approach.

3. Scissors kick over low bar.

 

Javelin:

1. Kneeling 2-handed basketball throw.

2. Kneeling javelin throw.

3. Kneeling sideways javelin throw.

4. Standing Javelin throw.

5. 3-stride javelin throw.

6. 6-stride javelin throw.

TEN

1. High Jump

 

2. Middle Distance

 

3. Triple Jump

 

4. Long Jump

 

5. Relay

 

6. Hurdling

 

7. Sprinting

 

 

All events are:

Reciprocal, or Self-Check.

 

Warm Up - Around the World.

 

Stations:

Partner records distances.

Teacher evaluates technique.

1. Scissors technique.

2. Run 800m timed.

3. Triple Technique and distance.

4. Long Jump technique and distance.

5. Relay technique.

6. Hurdling technique.

7. 50m sprint and start technique.

NOTE:  The warm ups, progressions, and teaching styles are subject to change, depending on the characteristics of the class being taught.

 


Assessment:

 

Participation                                                                                                 15%

·      Showing up to class with proper gym strip and shoes.

·      On time.

 

Skill Performance                                                                                        25%

·      Best jump, throw, and time of all events.

·      Technique and skill advancement.

 

Skill Improvement                                                                                       25%

·      Improvement of jumps, times, and throws taken from all events.

·      Testing will be done at the mid point of the unit and at the end of the unit. Initial scores will be taken form the students task cards.

 

Knowledge of Concepts                                                                               20%

·      Ability to give corrective feedback on proper technique.

·      Verbally quizzed on technique and rules of each event.

 

Co-operation and Sporting Conduct                                                          15%

·      Ability to work in partners and in teams.

·      Ability to show sportsmanship to fellow competitors.

 

Total: 100%              

 

The class will keep records of each day's results somewhere visible and localised like outside the gymnasium, the change rooms, the teachers office, or in a foyer. It will be the responsibility of the teacher, the partner, or non-participating individual to record the results of that day. The records will show each individual and the teacher what that students best time, jump, and throws was for each event.  It will also show the students improvement over time.  The record board will also indicate what days the individuals participated in. Their best results will be compared to a set of standards that will indicate their performance level (Appendix 3).

 

The reciprocal and self-check task cards will be collected after class to help evaluate the individuals' skill development, knowledge of concepts, participation, and co-operation and sporting conduct (Appendix 1 & 2).

 

The teacher will observe and take note of each individuals technical performance, ability to give feedback, sportsmanship, and co-operation.  The students ability to converse with the teacher on technical points and rules of each event, and their ability to answer verbal questions on technique and procedures.

 

 

 

Full Lesson Plans: (1 and 2)

Unit:

 

Grade:

Lesson:

Teacher:

Objectives:TSWBAT

 

 

 

 

 

Equipment:

Time

Lesson Content:

Organization

Teaching Points:

 

 

 

 

 

 

Intro:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Skill Development:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Culminating Activity:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Closure:

 

 

Comments:

 

 

 

 

 

 

 

 

Unit:

 

Grade:

Lesson:

Teacher:

Objectives:TSWBAT

 

 

 

 

 

Equipment:

Time

Lesson Content:

Organization

Teaching Points:

 

 

 

 

 

 

Intro:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Skill Development:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Culminating Activity:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Closure:

 

 

Comments:

 

 

 

 

 

 

Safety Considerations:

 

            In general there is no gum chewing, no hats, no jewellery, and proper footwear and gym attire.

Proper warm up, stretching, and cool down is necessary to prevent injury.

 

THROWING EVENTS:

 

General:

·      Instruct the class prior to the use of equipment the dangers and responsibilities of each individual.

·      Do not allow students to throw, bowl, or play with the equipment until everyone is in position.

·      No throwing or retrieving until the teacher gives the command.

·      Spread the group out to give the throwers room, but not too far that they can not hear the command signals.

·      If the area is wet it can cause slipping and is potentially a danger.  Go inside!

·      Pay Attention!

·      No throwing outside designated area.

·      Mark boundaries of throwing sector and distance arcs.

·      Throw implements in one direction. Carry implement back to next thrower.

 

 

Javelin:

·      Both ends can cause injury.

·      Approach javelin slowly and from the side when retrieving.

·      Carry javelin in a vertical position.

·      Do not throw on wet grass without cleats.

·      Javelins, which are not being used, should be stuck in the ground at a 90-degree angle.

·      Do not leave javelins lying on the ground or stuck in the ground at an acute angle.

 

Shot:

·      Choose appropriate weights for the classes abilities.

·      Learn proper throwing technique before attempting a “ full effort” throw

·      Use a restraining arc, which is well past maximum throwing distance.

 

Discus:

·      No rotational throwing until a back stop is implemented, and/or you are confident in the throwing abilities of the students.

·      No throws with a turn until standing throw is mastered.

·      Keep back from the circle and watch thrower.

 

 

 

JUMPING EVENTS:

 

General:

·      The sandpit should be frequently searched for debris: glass, wood, rocks, bottle caps, etc.

·      The sandpit should be well racked for a soft and safe landing.

·      The sandpit should be deep enough to prevent jarring.

·      Pit should be well clear of all walls, trees, fences, etc.

·      The runway should be dry and clear of debris.

·      The take off board should be firmly fixed to the ground.

·      Brooms, racks and other equipment should be kept well away from the pit, and not lying around.

·      The pit should be large enough to compensate for short and long jumps, and misguided trajectories.

·      No bare feet.

·      Place measuring tape along side of the pit.

 

Triple Jump/Long Jump:

·      Is physically demanding on the leg muscle and joints, so ensure proper technique and strength preparation of each individual.

 

High Jump:

·      The landing mat should be soft and greater then half the jumping height for a flop. (We will not be performing a flop, only the scissor kick).

·      There should always be a landing mat.

·      Implement an elastic band for a bar, and don't raise it above a moderate height.

·      The approach should be dry, and can jump indoors.

 

RUNNING EVENTS

 

General:

·      The track should be clean and dry.  Not slippery!

·      Remove all debris from the track.

·      Sufficient room to turn and slow down.

·      Teach students to stay in designated lanes.

·      Always run in the same direction as the rest of the class.

 

Hurdles:

·      Use appropriate heights for hurdles.

·      Ensure the hurdles are set up properly and will fall if they are hit.

 

Relays:

·      If a baton is dropped, the runner must not step or reach into another lane to get it if it will interfere with that lane runner.

·      Only hand to hand exchanges no throwing of the baton.

Indoor Alternatives:

 

            Every event with in this unit plan can be implemented with a gymnasium setting.

The alteration is in equipment selection and safety concerns.

 

Examples:

 

Shot Put:

·      Use medicine balls, indoor shot puts, bean bags, tennis balls, etc.

·      Have the student put into a crash pad.

 

Sprint:

·      Partner as starting blocks.

·      Run around gym.

 

Javelin:

·      Use shuttlecocks.

 

Discus:

·      Use hula-hoops, rubber rings, etc.

 

High Jump:

·      Rubber band instead of bar.

·      Use landing pads.

 

 

As an evaluation tactic for inclusion get everyone to measure in an equalising increment.

Example:

            Measure throws in strides or feet (shoe size).

            Measure running events in seconds.

            Jumps in strides and feet.

 

See Appendix 4 for example of record sheet.

 

 

 

 

 

 

 

 

 

 

 

References:

 

1.     Carr, A. Gerry. Fundamentals of Track and Field. Champaign, Illinois: Leisure Press, 1991.

 

2.     Carr, A. Gerry.  Mechanics of Sport.  Champaign, Illinois: Human Kinetics, 1997.

 

3.     Kirchner, Glenn. Physical Education for Elementary School Children.  Boston, Massachusetts: WCB McGraw-Hill, 1997.

 

4.     Mosston, Muska, and Sara Ashworth.  Teaching Physical Education.  New York: Macmillan College Publishing Company, 1994.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

RECIPRICAL TASK CARD

DISCUS

 

SKILL & TEACHING POINTS

PARTNER 1

PARTNER 2

 

YES

NO

YES

NO

1. ROTATIONAL DISCUS THROW

 

 

 

 

·      Wind up:

 

 

 

 

 

·      Transfer weight to back/trail leg

 

 

 

 

·      Reverse twist

 

 

 

 

 

·      Straight discus arm

 

 

 

 

 

·      Force / Unwind:

 

 

 

 

 

·      Hips, chest, and the arm

 

 

 

 

 

·      Arm travels at a 45 degree angle up to release

 

 

 

 

·      Release at eye level

 

 

 

 

 

Foot work:

 

 

 

 

 

·      Step back with lead foot

 

 

 

 

 

·      Pivot on lead foot, and step forward trail leg

 

 

 

 

·      Pivot on trail leg and step back with lead leg

 

 

 

 

 

 

 

 

 

Appendix 2

SELF-CHECK TASK CARD

 

SKILL & TEACHING POINTS

ACCOMPLISHED

NEEDS MORE TIME

1. Discus

 

 

Roll Discus with a clockwise rotation.

 

 

Toss Discus in the air with a clockwise rotation.

 

 

Standing Discus with a smooth flight path of the discus

 

 

Standing Discus using body twist for force and smooth flight path.

 

 

2. Long Jump

 

 

Two Foot Standing Long Jump

 

 

3-Stride Long Jump.

 

 

5-Stride Long Jump.

 

 

9-Stide Long Jump.

 

 

Full Run up Long Jump

 

 

3. Triple Jump

 

 

Hop, Step, and Jump

 

 

5-Stride run up triple jump.

 

 

9-Stride run up triple jump.

 

 

Full run up triple jump.

 

 

4. High Jump

 

 

Circular Bounding.

 

 

Scissor kick

 

 

Circular Bounding approach and scissor kick.