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?"