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 6 7 Relays 8 9 Hurdles 10
Sprint ‘Inclusion’
Starts
11 12 Discus 13 14 Relay races 15 16 Long 17
‘ Practice/ Jump
Reciprocal Testing ‘Self
Task check
cards’ task card’
18 19 Shot Put 20 21 Relay 22 23 High 24
‘Guided Triple Jump
Jump Javelin
Discovery’ ‘Self check ‘Self
task card’ check
task card’
25 26 All 27 28 Next Unit 29 30 31
event
Practice/
Testing
‘Self
check’
*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 -------------------------------->
ooo
oo oo X
o o o X
ooo
o o o oo --------------------->
* 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 End

Activity Walk Activity 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.

oo oo ooo
Safe o Paper o o Safe
Area o Rock o oArea
o oo o Scissors o oo o
ooo oo 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
sssssssss s s
s s s ss ssss
*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 New Major Organization/
Skills/Concepts Skills/Concepts Teaching Teaching
Points Strategies/Styles
ONE 1. Sprinting Movement: Warm up - British Bull
Technique · High knees Dogs!
· Extended
stride leg Sprinting:
· Back kick 1. Rectangle
· Opposite arm Progressions
action
Standing Starts:
2. Sprint Starts Commands: 1. Fall forward, and
Standing/Block · On your step = start foot.
marks, Set, 2. Practice start on a
Bang/Go line: find examples of
poor
Standing Starts: start technique.
· Lean forward 3. 20m sprints in
· Strong leg partners.
forward
· Same side Block or Partner
arm is Starts:
opposite 1. Setting up for a
start.
Block Starts: 2. 4 x 20m sprints in
(optional) partners.
(same as above)
· Thumb and Competitive Sprinting
finger "V".
· Weight
forward:
Shoulders ahead
of hands.
Raise seat @
"set."
TWO 1. Sprinting 1. 4 x 100m Relay Blind Warm Up – Rectangle
Techniques Passing Downsweep Progressions.
Pass:
· Arm Relay:
t d d t 1 St ti B t
 1. Relay Passing 1. Hurdling between Rock, Scissors Tag
hurdles and Chase.
2. Sprinting · Lead Leg
Techniques knee up, Hurdling: Inclusion
kick, and 1. Pacing over sticks
down on the ground.
· Trail Leg 2. Lead Leg on the
knee up and wall.
around, then 3. Trail leg on the
down wall.
4. Lead leg hurdling
series.
5. Trail leg hurdling
series.
6.Jog over middle of
hurdling series.
FOUR · Stand Warm Up - Discus
1. Relay Passing 1. Standing sideways to Stations.
Discus Throw target.
2.Hurdling · Feet shoulder Standing Discus: Pairs
width apart. 1. Discus grip.
Wind up: 2. Discus roll to
· Weight on partner.
rear foot. 3. Discus toss to
· Reverse partner.
twist. 4. Discus substitute
· Straight throw
discus arm. 5. Discus throw
Unwind:
· Hips, chest,
arm
· Discus arm
travels at
45-degree
angle.
Release:
· Release at
eye level.
FIVE · acceleration Warm up: Letter
1. Standing 1. 4 x 100m Relay · passing Chase.
Discus Throw Zones
· First: best 1. Walk, jog, and
2 4 100 R l 2 4 100 R l t t i b t
 good corner
runner.
· Fourth:
fastest
· Alternate
hands when
passing
(R,L,R,L)
SIX 1. Approach Warm Up - Rectangle
1. 4 x 100m Relay 1. Long Jump Progressions.
Zones & 2. Take Off
Strategies 1. Hopping for
3. Flight distance: find-jumping
2. Sprinting foot.
Techniques 4. Landing 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. Hold in Warm Up - Shot Put
1. Long Jump 1. Shot Putt fingers and Stations.
thumb with hand
gap. Guided Discovery.
2. Legs, hips, 1. Medicine ball push
chest, and arm. in partners.
3. Put, not a 2. Substitute push.
throw (elbow 3. Grip.
high). 4. Standing put.
4. Tucked in 5. 90-degree Standing
chin. put.
6. 180-degree
Standing put.
7. Glide.
8. Glide and Put
competition.
 · Swing arms 1. Hop for Distance.
forward and 2. Hop & Step for
upward. Distance.
· Equal 3. Standing triple
distance of jump.
hop and 4. 9-Stride triple jump
step. from take off area.
· Two foot 5. Running triple jump
landing. from board.

NINE 1. Triple Jump 1. High Jump 1. High Jump Warm Up - Javelin

· Drive lead Stations.
leg and arms High Jump
up at take 1. Rectangle
off. Progressions.
2. Javelin · Semi-circle 2. Bounding Circular
approach. Approach.
· Drive hips 3. Scissors kick over
up. low bar.

2. Javelin Javelin:
· Reach as far 1. Kneeling 2-handed
as possible basketball throw.
back. 2. Kneeling javelin
· Lead with throw.
elbow. 3. Kneeling sideways
· Knees, hips, javelin throw.
chest, and 4. Standing Javelin
arm. throw.
· Release 5. 3-stride javelin
ahead of throw.
body and 6. 6-stride javelin
above throw.
shoulder.
TEN 1. High Jump All events are:
Reciprocal, or Self-
2. Middle Distance Check.

3. Triple Jump Warm Up - Around the

World.
4. Long Jump
Stations:
5 R l P t d
 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 PARTNER 1 PARTNER 2
POINTS
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 & ACCOMPLISHED NEEDS MORE
TEACHING TIME
POINTS
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.