RUN JUMP THROW - ucoach.comucoach.com/assets/uploads/files/Coach_Education/... · Run Jump Throw – Teaching Primary Schools Athletics 07/11/2014 RUN JUMP THROW – Teaching Primary

Run Jump Throw – Teaching Primary Schools Athletics 07/11/2014

RUN JUMP THROW – Teaching Primary Schools Athletics - Tutor Pack

Introductory Notes: Run, Jump, Throw is a set of resources designed to place running, jumping and throwing at the heart of school physical education and to support teachers in delivering athletics activities in an inclusive, exciting and engaging manner. Run, Jump, Throw embraces a child’s natural desire to move. The resource focuses upon running (including pushing a wheelchair), jumping and throwing; the building blocks of athletics, which in turn underpin nearly all other sports and physical activities. The development of fundamental movement skills is critical in the early years of primary school. Children should progress from elementary to more complex movement patterns and should be able to execute them with increasing efficiency over time. This progression though these skills can be significantly influenced by the child’s early physical education. By engaging with Run, Jump, Throw, both teachers and pupils can develop increased self-confidence, competence and a lifelong enjoyment of running, jumping and throwing. Run, Jump, Throw is written to conform to the curriculum requirements in England, Northern Ireland, Scotland and Wales. The workshop is designed to give an introduction to Primary athletics activities and it aims to provide the theory of delivery whilst offering the candidate opportunities to lead activities from a range of activity cards (which form part of the resource available with this workshop). The practical sessions are initially tutor led, however as much opportunity as possible should be given throughout the workshop for candidates to experience the key elements of leading / exploring the activities for themselves. This workshop is designed to be delivered using minimal equipment and minimal space. It is advised that it is delivered in an indoor space (sports hall) to best support the practical activities. The initial introductory session and theory around Primary Athletics activities (PowerPoint presentation) can be delivered in either a classroom or sports hall environment. Whichever is the most appropriate? Tutors should emphasise that this workshop is certificated only and as a result they will receive a certificate of attendance. There is no licence and no insurance cover provided as a result of attending this workshop. The ‘Primary Athletics’ workshop is not part of the formal British Athletics Coach Education pathway. If participants are interested in the Coach Education pathway then the British Athletics Coaching Assistant award has been devised as the first step to coaching in athletics. Tutors are reminded that delivery should be inclusive throughout and encouraged to refer to the British Athletics ‘Disability and Inclusion’ guidance notes for tutors on UCoach.


Workshop Outcomes ▪ Identify principles behind Run, Jump and Throw ▪ Identify the key components in developing and delivering a safe and inclusive athletics session to a group of Primary Age pupils ▪ Identify cross sport and cross curricula links to the activities covered within Run, Jump, Throw ▪ Look at the key movement skills and skill development in running, jumping and throwing activities ▪ Experience a range of practical athletic activities ▪ Practice leading running, jumping and throwing activities. Outline Timetable for the Workshop: (based on 4 hour delivery time) 30mins Session 1: Theory - Introduction and Explanation 15mins Session 2: Practical - Warm Up 45mins Session 3: Practical - Running 55mins Session 4: Practical - Jumping 15mins Break 55mins Session 5: Practical – Throwing 15mins Session 6: Cool Down 15mins Session 7: Conclusion, Summary and Questions. Pre Workshop: Ideally, before the delivery of a workshop, you will need to check a number of things. This includes;

▪ Anticipated number of candidates, and that an attendance register has been completed. ▪ Background of candidates as well as the purpose of the workshop (what candidates are looking to achieve). ▪ The venue – location (address and postcode), the space available, times the space will be free, key contacts details. ▪ All of the necessary equipment (see list below). ▪ Appropriate number of workshop resources. ▪ If any of the candidates are disabled or require any specific support.

Equipment check list: Generic: Laptop and Projector, Extension Lead, Workshop Register, Teaching Primary School Athletics Resources, (as appropriate) Marker Pens, Promotional Material. Warm Up: Cones, Footballs/Netballs, Chalk, Gym Mats Running: Cones, Relay Batons, Hoops, Bean Bags, Mini Hurdles, Stopwatches, Whistles; Jumping: Mini Hurdles, Standing Long Jump/Gym Mats, Speed Bounce Target Strips, Colour Spots; Throwing: Foam / Rubber Discus, Quoits, Turbo / Indoor Javelin, Vortex Howlers, Large Balls (footballs), Bean Bags.

Note: This workshop is designed to be delivered over a 4 hour period. It is possible to split the session over 2 x 2 hours, for flexibility in delivery and to allow this workshop to be delivered at a school over 2 split sessions If this is the case, then sessions 1,2,3 & 6 should be delivered initially with sessions 4, 5 & 7 delivered during the second visit. First visit (1hour 45mins); Second visit (2hours 5 mins) If there is the capacity to deliver over 5-6 hours then there are additional suggestions within the notes to extend the workshop and timings.


Session 1: Introduction, theory - classroom based (30mins)

Content / Learning Outcomes

Organisation / Delivery Emphasis Supporting Resource

Introduce yourself as the tutor; explain the format of the workshop (timetable, organisation, etc.) [5 mins]

Welcome candidates as they arrive, send around the register for completion, ask candidates to fill out name and contact details Note: For an open course; tutors should also collect emergency contact details for all candidates. Go through the workshop and venue ‘housekeeping’ (toilets, fire alarm procedures, etc.) State if unable to participate in the practical due to any injury or illness, please inform the tutor privately. If using name labels, ask candidates to fill these out at this point.

The relaxed nature of the workshop and the need to get involved in the activities and gain experience from the practical sessions – learning from each other.

Laptop, Projector, Labels, Pens, Marker Pens

Primary Athletics philosophy Background setting and linking RJT to what the participants already know. Familiarisation of the resources and awareness of what the resources can be used for. [25 MINS]

Explain the Primary Athletics philosophy. In small groups ask them to identify : The movement skills associated with sports that they have done / seen within school. If necessary, give an example to assist them in getting started – eg Overhead throw in football. Greater assistance for non PE and Sports specialists may be required to help understand the value of running, jumping and throwing and how these underpin most other sports. Tutors should use their own expertise to identify whether this section of the workshop requires greater tutor input. Get each group to feedback 1 at a time (keep this quick and snappy), before relating to RJT. Highlight that there are support resources including [HOW TO USE THIS PACK]:

• Scheme of Work examples

• Lesson Plan examples

• Activity Cards (Including Technical Information)

Small groups to identify different movement skills that can then be related to RJT. Key features: Teacher resources; flexibility of delivery, and support resources.

PPT’s 6 -12 of: Intro – Principles of RJT RJT info – and how this cuts across all other sports Primary Athletics Resource Pack: Page 4&5 PPT’s 13 - 18 Athletics Development Pathway (Physical Me; Thinking Me; Social / Competitive Me) PPT’s 19 - 26 Activity Cards Primary Athletics Resource Pack: Pages 10 – 13 &


• Pupil Cards

• Inclusion Explain how the resources can be used; how the resources links to the new National Curriculum; how to link across the Curriculum; how the activities cut across all other sports; and how the resources can support individual pupil progression. Ask for questions and encourage interaction both within the groups and with the whole group.

This should be done by providing the groups with the resources and identifying / highlighting the key aspects of each resource. Work through the resources one at a time.

Scheme of Work Examples Lesson Plan Examples Pupils cards Think Inc. Primary Athletics Resource Pack: Page 23

If greater time has been allocated for this workshop then add allow additional time to allow greater familiarisation of the resources (up to 15 mins).


Session 2: Lead a Warm Up Game/Activity (Practical session) (15mins)


Organisation / Delivery Emphasis Supporting Resource / Equipment

Warm Up 1 (5 mins) Learning Outcome:

• Familiarisation with Activity Card

• Introduce the STEP Process

• Introduce the candidates to activity cards and the layout / format and explains that the Primary Athletics pack contains over 70 activity cards to use for warm up, Running, Jumping and Throwing Activities.

• Tutor checks that everyone is fit and well to participate. If anyone can’t participate then encourage them to observe the activity and consider how they would run this activity in their own environments.

Familiarise candidates with Activity Cards. Identify key organisation skills Emphasise the STEP process. Check to ensure candidates are fit and health and able to participate.

Encourage candidates to turn to the appropriate activity within the resource.

Warm Up 2 (10 mins) Learning Outcome:

• Identify the purpose of a warm up

• Tutor quickly delivers (modelling good practice) one of the Warm up Activities (deliverer preference). Run the activity for 3-5 minutes.

• Stop the game and ask the participants do they feel warmed up?

• Ask candidates ‘What is the purpose of the warm up? To prepare the mind and the body for what is to follow.

• Explain that teachers should carefully select the warm up games to ensure they relate to the Learning Outcomes of the lesson and the activities and movements they are covering later in the lesson.

• Ask participants what elements of run, jump and throw were covered in the warm up?

• Ask the participants what else they could do to warm up?

• How could they have adapted that game to meet the needs of different pupils (e.g. disabled performers, older or younger athletes, etc.)?

• Direct the candidates again to the STEP Process on the cards and talking them through this process

Demonstrate effective Organisation and Instruction & Explanation, so that they are active quickly. Highlight the safety elements, observation and organisation skills. Again, emphasise the STEP process.

Activities: Follow the Leader (5-7 Years) Traffic Lights (5-7 Years) Get into Gear (7-9 Years) Shark Tag (7-9 Years) Rock, Paper, Scissors (9-12 years) Equipment: Cones and maybe mats (not essential)


Session 3: Lead a Running Game /Activity (Practical session) (45mins)


Organisation / Delivery Emphasis Supporting Resource / Equipment

Running (10 mins): Ask the group – ‘What do we already know about running events?’ Learning Outcome: ▪ identify the different

types of running

▪ Explain we will now be covering running type activities. ▪ Explain that running activities can easily be adapted to

include wheelchair users (pushing for speed, pushing for distance etc.)

▪ Explain most young athletes who are wheelchair users will take part in their ‘day’ chair and should be encouraged to develop all round athleticism in their ‘day’ chair before moving on to event specific training using specialist equipment such as a ‘racing’ chair.

▪ Encourage feedback and knowledge sharing within the group.

The different forms of running: Running for speed Running for distance Running over obstacles Running as a team (relays) Pushing technique (WCR)

This is done at the start of each of the sessions to help with the learning of the attendees and to share any experience within the group.

Running Activities 1 (5 mins)

▪ Introduce the participants to the Running Activity Cards and highlight the technical aspects. Draw out from the group the Top Tips for Running and Pushing.

▪ Highlight the STEP process on the cards.

Running Tips: Shoulders low and relaxed; arms driving back; tall posture and hips; heel up and under buttock; knees up, toes up; foot lands naturally. Pushing Tips: Short fast pushes for acceleration; long pushes for distance Emphasise the STEP process.

Activity Cards Lane Game (5- 7 Years) Bean Bag Balance (5- 7 Years) Packman (5- 7 Years) Running Tall (7-9 Years) Hurdle Running (7-9 Years) Quick Start (9-12 Years) Getting Faster (9-12 Years) Equipment: Cones, Bean Bags, Mini Hurdles


Running Activities 2 (30mins) Learning Outcome: ▪ Use basic technical

Running Tips ▪ Awareness of Physical

Me

▪ Either, ask the participants to split into 3 groups of 5-8 people, or Tutor to organise 3 groups.

▪ Tutor to allocate each group an Age Group to focus on and to ask the participants to look at the Running Activities specific to that Age Group.

▪ Each Group to choose 1 Running Activity to set up and deliver. During the planning consider the Physical Me considerations.

▪ Tutor to reference that the front of the card is for helping Set Up the Activity while the back of the card is to help with Teaching Practice.

▪ One participant to act as the Teacher and the remaining participants to act as pupils. The ‘Teacher’ to deliver the activity to the ‘pupils’.

▪ The Group then sets up the running activity based on the Activity Card, using the equipment provided.

▪ Run the Activity for 5 minutes. Ask the candidates to stop after 5 minutes and challenge them to change the activity based on STEP and Think Inc.

▪ Run the Activity for a further 3 mins.

▪ On conclusion of the delivery ask the 5-7 Group to briefly show their activity to the other groups and to explain what they did regarding STEP and Think Inc. Ask the group how they can incorporate cross curricula themes.

▪ Ask the group to identify some of the Physical Me considerations.

▪ Move to the 7-9 Group and follow the same process, followed by the 9-12 Group.

Tutor to ensure that it is different people leading the sessions each time (not those that have previously taken a lead). Tutor to make reference to ‘how to use’ the Activity Cards, which will assist in focussing the participants attention on getting set up and then the teaching practice.

Activity Cards: 5-7 Age Group Activities 7-9 Age Group Activities 9-12 Age Group Activities Physical Me Table Equipment: Cones, Relay Batons, Hoops, Bean Bags, Mini Hurdles

Tutor to summarise and close the session reinforcing key points as appropriate.


If greater time has been allocated for this workshop then add in an additional break here.

Break Scheduled 15mins break in the timetable to allow for toilet / refreshment break (as appropriate, to be determined by the tutor).

Session 4: Lead a Jumping Game /Activity (Practical session) (55mins)



Jumping (10 mins): Ask the group – ‘What do we already know about jumping events?’ Learning Outcome: ▪ Identify the different

types of Jumping

▪ Encourage feedback and knowledge sharing within the group. Tease out the jumping events in athletics (long jump, triple jump, high jump and pole vault).

▪ Explain that if carrying out a jumping session it is a good

idea to concentrate on jumping movements in the Warm Up activities.

Jumping for distance. Jumping for height. Combination jumping. With young / developing athletes it is important to limit the number of overall contacts and the impact throughout the lesson.


Jumping Warm Up (10 mins)

▪ Ask the 3 groups to develop / deliver a warm up activity appropriately linked to jumping. Give each group a new Age Group to work with. 1 participant from each group to lead the warm up to the rest of their group.

▪ If needed tutors can sign post the teachers to the Lesson plans in each age group section for warm up ideas. 5 mins for set up and 5 mins for activity.

▪ Tutor to observe groups and ensure that they are active and appropriate for the Age Group and for Jumping.

Appropriateness of warm up activities related to the next activity and to the Age Group.

Primary Athletics Resource Pack: Page 17


Jumping 1 (5 mins)

▪ Introduce the participants to the Jumping Activity Cards and highlight the technical aspects. Draw out from the group the Top Tips for Jumping.


Signpost the candidates to the relevant Activity Cards within the Workshop Pack/ App. Jumping Tips: Fast controlled approach, active flat foot at take off, head up, chest up, drive up, extend through the hip knee and ankle, tall in the air, hips high, soft and controlled landing Emphasise the STEP process.

Activity Cards Animal Jumps (5-7 Years) Line Bounce (5-7 Years) Jumping Styles (7-9 Years) Target Jumps (7-9 Years) How far Now? (9-12 Years) Triple Jump (9-12 Years) Tutors to use caution if using the 9-12 Years Activities. Equipment: Mini Hurdles, Standing Long Jump/Gym Mats, Speed Bounce Target Strips, Colour Spots

Jumping 2 (30mins) Learning Outcome: ▪ Use basic technical

Jumping Tips ▪ Awareness of Thinking

Me

▪ Ask the participants to get back into their 3 groups. ▪ Tutor to allocate each group a different Age Group to focus

on and to ask the participants to look at the Jumping Activities specific to that Age Group.

▪ Each Group to choose 1 Jumping Activity to set up and deliver. During the planning consider the Thinking Me considerations.

▪ A different participant, to the one who delivered the Running Activity, to act as the Teacher and the remaining participants to act as pupils. The ‘Teacher’ to deliver the activity to the ‘pupils’.

▪ The Group then sets up the Jumping activity based on the Activity Card, using the equipment provided.

▪ Run the Activity for 5 minutes. Ask the participants to stop after 5 minutes and challenge them to change the activity based on STEP and Think Inc.


Activity Cards: 5-7 Age Group Activities 7-9 Age Group Activities 9-12 Age Group Activities Thinking Me Table Equipment: Mini Hurdles, Standing Long Jump/Gym Mats, Speed Bounce Target Strips, Colour Spots



▪ Ask the group to identify some of the Thinking Me considerations.



Break Scheduled 15mins break in the timetable to allow for toilet / refreshment break (as appropriate, to be determined by the tutor).


Session 5: Lead a Throwing Game /Activity (Practical session) (55mins)



Throwing (10 mins): Ask the group – ‘What do we already know about throwing events?’ Learning Outcome: ▪ Identify the different

types of throwing

Encourage feedback and knowledge sharing within the group. Tease out the throwing events in athletics (shot put, javelin, discus, hammer and club) and explain how these can be simplified. Explain that if carrying out a throwing session it is a good idea to concentrate on arm/upper body movements and flexibility in the Warm Up activities.

Push throw (Shot). Pull throw (Javelin/Club). Sling throw (Discus). Heave throw (Hammer). With young / developing athletes it is important to develop movement skills that can be transitioned into athletics events at a later date.


Throwing Warm Up (10 mins)

▪ Ask the 3 groups to develop / deliver a warm up activity appropriately linked to throwing. Give each group a new Age Group to work with. 1 participant from each group to lead the warm up to the rest of their group. If needed tutors can sign post the teachers to the Lesson plans in each age group section for warm up ideas.

▪ 5 mins for set up and 5 mins for activity. Tutor to observe groups and ensure that they are active and appropriate for the Age Group and for Throwing.

▪ Tutor to emphasise safety considerations throughout.

Appropriateness of warm up activities related to the next activity and to the Age Group.

Primary Athletics Resource Pack: Page 17


Throwing 1 (5 mins)

▪ Introduce the participants to the Throwing Activity Cards and highlight the technical aspects. Draw out from the group the Top Tips for Throwing.


Signpost the candidates to the relevant Activity Cards within the Workshop Pack/ App. Throwing Tips: Low to High, Slow to Fast Legs before Arms, Transfer of weight /balance from back to front Heave; Sling; Push; Pull Speed, Height and Angle of release Emphasise the STEP process.

Activity Cards Roll a Goal (5-7 Years) Feed the Animals (5-7 Years) Push it Bounce (7-9 Years) Rainbow Throw (7-9 Years) Push Golf (9-12 Years) Goal Attack (9-12 Years) Equipment: Foam / Rubber Discus, Quoits, Turbo / Indoor Javelin, Vortex Howlers, Large Balls (footballs), Bean Bags.

Throwing 2 (30mins) Learning Outcome: ▪ Use basic technical

Throwing Tips ▪ Awareness of

Social/Competitive Me

▪ Ask the participants to get back into their 3 groups. ▪ Tutor to allocate each group a different Age Group (should

be the age group they haven’t looked at so far) to focus on and to ask the participants to look at the Throwing Activities specific to that Age Group.

▪ Each Group to choose 1 Throwing Activity to set up and deliver. During the planning consider the Social/Competitive Me considerations.

▪ A different participant, to the one who delivered the Running & Jumping Activities, to act as the Teacher and the remaining participants to act as pupils. The ‘Teacher’ to deliver the activity to the ‘pupils’.

▪ The Group then sets up the Throwing activity based on the Activity Card, using the equipment provided.

Activity Cards: 5-7 Age Group Activities 7-9 Age Group Activities 9-12 Age Group Activities Social/Competitive Me Table Equipment: Foam / Rubber Discus, Quoits, Turbo / Indoor Javelin, Vortex Howlers, Large Balls (footballs), Bean Bags.


▪ Run the Activity for 5 minutes. Ask the participants to stop after 5 minutes and challenge them to change the activity based on STEP and Think Inc.



▪ Ask the group to identify some of the Social/Competitive Me considerations.




Session 6: Cool Down (15mins)



Cool Down (5 mins) Learning Outcome:

• Identify the purpose of a Cool Down

• Identify the purpose of relays at the end of a session

▪ Explain that at the end of a session is when the cool down activities are carried out.

▪ Ask candidates ‘What is the purpose of a cool down? ▪ Ask Participants what types of activities should be included

in a cool down? ▪ Explain to the participants that children do not require an

extensive cool down (like adults) but it is good to get them in the habit of doing this at the end of a lesson (time permitting).

▪ Explain that some teachers may wish to end a session with a relay prior to the cool down. Ask the participants why would this be?

▪ Ask participants to think how they can make sure they keep the games fun.

▪ If time permitting finish with a FUN relay. ▪ Signpost teachers to the Fun Relay cards (Section 6 of the

resource)

To bring the body back to its normal resting state.

Game based, making it fun, reducing intensity, integrating movement skills, changing the intensity as appropriate. Jogging, light stretching, etc. To promote Team work and have FUN.

Cool Down Activities

Cool Down 2 (10 mins)

• Tutor quickly delivers to the whole group a Cool Down Activity (deliverer preference). Run the activity for 3-5 minutes, gradually decreasing the speed of movement (e.g. play Shark Tag at running, then jogging, race walking and finally walking pace or Slow down the gears in Get in Gear).

• Tutors may wish to identify one or two participants to lead the above activity to allow for extra delivery experience (and to a bigger group).

▪ Explain that Teachers carefully select the Cool Down activities which help bring the athletes body and mind back to a resting state.

Game based activities (reducing the intensity throughout – link this warm up games), jogging, some static stretching.

Cool Down Activities Equipment: Cones, Whistle, Stopwatch, chalk, mats. Primary Athletics Resource Pack: Page 17.


▪ Time permitting, introduce the participants to 2-3 stretches and allow them to practice (with guidance from tutor).

▪ Tutors may wish to either lead these stretching so as to model good practice of instruction, explanation and demonstration. Or split participants into small groups and allow to practice.

Signpost the participants to the cool down section in the Primary Athletics Resource Pack.

Primary Resource Intro section: Page 20 – Cool Down exercises.

Equipment retrieval and conclusion of practical activities

▪ Collect in all of the equipment following the cool down and re focus as necessary.

▪ Thank the participants for their contributions and ask them to take a seat so we can finish the final part of the workshop.

▪ ▪

The time at the end of a session presents a good opportunity to gain feedback and to interact with the group.

Equipment retrieval


If greater time has been allocated for this workshop or remains following the practical session, tutors may wish to add in planning session prior to the conclusion.

Session 7a: Planning in Practice (15 - 30mins)



Planning in practice. Opportunity to start to develop Schemes of Work and Lesson Plans.

Re-visiting the Scheme of Work and Lesson Plan templates, ask the group to either work in pairs or small groups to start to develop a Scheme of Work for their own school / class. Tutor to support pairs / groups with guidance and advice on structure, ‘pick and mix’ of activities, setting goals for the Scheme of Work, etc. If time permits, ask the pairs / groups to look at the development of 1 lesson plan and to create a lesson taken from their Scheme of Work that they have just developed.

Create a Scheme of Work and 1 Lesson Plan. Flexibility to enable differentiation. Focused goals to support pupil development

Primary Athletics Resource Pages 11-13 Scheme of Work Template Lesson Plan Template Activity Cards


Session 7: Conclusion, Summary and Questions (15mins)



De-brief (classroom based as appropriate).

Talk to the group about the Primary Athletics Resource Primary Athletics Resource.

Recap on the things that were delivered throughout the workshop.

Warm Up, Cool Down, Running, Jumping, Throwing, Inclusion, STEP, Cross Curricula and Cross Sport ideas

Conclusion: planning and preparing for delivery

Ask the participants: Where does athletics sit within the school programme?

How does it link to other physical activities?

How does it support all students in the class?

What if someone shows real promise? How do you know?

How could this material be used?

When would it be used?

Links to any other activities?

How do we develop a plan for a year group?

Key is to identify the differences in what they have experienced and what they have done, and examine their expectations prior to the course.

Participants should leave with an idea for an outline plan for the year or a term at least. Emphasis on discussion and reviewing the potential of what they have done. For example: I will… go back to my school and empower the Year Class to use the Pupil cards.

SIGN POSTING PPT UCOACH?


Conclusion: Teachers make public declaration of intent by completing an “I will statement…” “What I NEED IN ORDER TO DO THIS IS….”

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RUN JUMP THROW - ucoach.comucoach.com/assets/uploads/files/Coach_Education/... · Run Jump Throw – Teaching Primary Schools Athletics 07/11/2014 RUN JUMP THROW – Teaching Primary