KEY STAGE 2 (Years 3 & 4) Athletic Activities

“In this unit children concentrate on developing good basic running, jumping & throwing techniques. They are set
challenges for distance and time that involve using different styles & combinations of running, jumping & throwing. As in
all athletic activities, children think about how to achieve the greatest speed, height, distance or accuracy.”

Acquiring & Developing Skills

Children should learn:
o to consolidate & improve the quality, range & consistency of the techniques they use for particular activities.

Selecting & Applying Skills

Children should learn:
o to develop their ability to choose & use simple tactics & strategies in different situations.

Knowledge & Understanding of Fitness and Health

Children should learn:
o to know, measure & describe the short-term effects of exercise on the body
o to describe how the body reacts to different types of activity

Evaluating & Improving Performance

Children should learn :
o to describe & evaluate the effectiveness of performances, & recognise aspects of performance that need improving

Lesson Overview
No. Main Objectives Activities & References Equipment & Resources
1 Running for Speed Developing Fast Running bibs
 developing awareness of time, distance & speed (TOP) cones or markers
 developing fluency & coordination in running for speed How Far? (EA) batons & beanbags
 learn how to accelerate quickly from a stationary position Shuttle Run (EA) stop watches
2 Running Over Obstacles Running over Hurdles cones or markers
 developing fluency & rhythm in their movements (TOP) hurdles
 developing spatial awareness, judge height & distance How many strides? (EA) canes
 choose & apply appropriate stride patterns Under/Over (EA) gym tables, hoops
No. Main Objectives (of the 4 throws 2 in yrs 3 & 4 2in yrs 5/6) Activities & References Equipment & Resources
3 Running for Distance cones or markers
 developing awareness of speed & pace judgement Dishes & Domes (TOP) whistles
 developing fluency in running & walking activities Tick-tag Relays (TOP) batons or beanbags
 understanding what happens to our bodies with exercise stopwatches
4 Throwing (Push & Pull Throws) Throwing for Distance cones or markers
 learning how to send an object with force (TOP) hoops
 developing awareness of distance Shark Infested Waters (EA) large & small balls
 using different throwing techniques Heavy or Light (EA) foam javelins, beanbags
5 Throwing (Fling & Heave) Throwing for Accuracy cones or markers
 learning how to send an object for accuracy (TOP) large & small balls
 developing awareness of distance Human Bowling (EA)
 using different throwing techniques
6 Jumping for Distance Heads, Shoulders, Knees cones or markers
 learning to take off and land in a fluent & coordinated way & Toes (EA) chalk
 developing body position in flight Jump the Stream (TOP) gym mats
 using a variety of jumps in different games & activities tape measures
7 Jumping for Height tape measures
 learning a variety of jumping techniques Target Jump (EA) chalk
 learning to jump with coordination & control Jumping for Height (TOP) hurdles, cone & canes
 Exploring different body positions in flight
8 Combination Stepping, Striding & cones or markers
 exploring different combinations of jumps Jumping (TOP) tape measures
 developing fluency & control in putting together jumps Dice Jump (EA) dice
 choosing different combinations for games & activities Jumping Jack Rabbits (EA)
9 Relays Tick-tag Relay (TOP) cones or markers
 working together as a team Conga (EA) batons & beanbags
 passing & receiving the baton Passing & Receiving the
 using changeovers in different relay games Baton (EA)
10 Multi-Event Team Challenge cones or markers
 working together as a team Triathlon Challenge recording sheets,
 applying a variety of techniques in competition Quadrathlon Challenge clipboards, pencils, tapes
 trying to improve personal performance stop watches
ATHLETICS Key Stage 2 (Years 3 & 4) Running for Speed Lesson No. 1
Learning Outcomes Running for Speed
Children learn to: Running for speed is covering a short distance in the
A & D Develop awareness of time, duration, distance and speed fastest possible time. It relates to the sprint events in
A & D Develop fluency and coordination in running for speed athletics and to the approaches in the jumps events.
S & A Choose and apply the best starting position and stride length for the activity Other examples might include the wing sprinting for
K & U Carry out warm up and stretching activities safely the try in rugby, the return to defend for the footballer
E&I Watch and describe specific actions of an effective running technique or the approach to a tumble turn in floor gymnastics.
Warm Up:
1. Cat & Mouse Tag Health & Safety
Define an area. Choose four children to be cats who wear bibs so as to be Ensure:
distinguished from the rest of the children who are the mice.  there is adequate space for the game
The cats start in the centre of the area on and command from the teacher/coach  children keep their heads up and eyes ahead
make chase for the mice.
Once caught the mice must stand still. Caught mice can be freed by other mice Rules of the Game
circling them twice.
 captured mice must be circled twice to be set free
The aim of the cats is to capture all of the mice so that they are stood still.
 tails must be clearly visible
* Alternatively the mice could wear bibs tucked into their shorts like tails and the cats
 no holding tails down with hands
aim to capture all the tails. Mice whose tails have been caught may continue to run
as decoys to help the surviving mice!
2. Mobility Exercises Teaching Points
Discuss the importance of a good arm action and fast arms when running for speed. Encourage children to:
Take children through simple mobility exercises for the shoulders and arms.  swing the arms from the shoulders
Illustrate how arms lead legs by demonstrating fast arms from a standing position.  keep arms bent at the elbow (approx. 90
Ask children to stand in a space on their own with their feet slightly apart and their degrees)
knees slightly bent. Keeping their feet on the ground show them a good running arm  to keep the hands relaxed (as though holding a
action and ask them to copy starting slowly and gradually building speed. crisp between thumb and first finger)
Emphasise how the legs want to move with the arms.
Skills/Game Activity
4. Fish & Chips (Reaction Starts) 3. Questions & Answers
Organise children into pairs. One person is the coach and they must watch their Discuss the importance of a good start.
partner to look for low body position, driving arms or quick reactions. A good start is one where the runner is ready for the
Using a starting line of 15 to 20 metres in length mark a second line parallel to this at command or stimulus. The runner should have good
a distance of 5 to 10 metres apart. reactions and should keep low at the start until they
One child from each pair lines up on the first line lying in the prone position with their have picked up speed. Think of the sprinter coming out
head towards the direction of the second line. On command “Fish” they jump to their of the starting blocks.
feet and run to the second line as quickly as possible.
If “Chips” is called they must remain still.
The partners now swap roles.
Each time vary the starting position so that the children gradually move from a lying Teaching Points
down starting position to a crouch position. For example the first starting position
Encourage children to:
one would be lying prone, the second sitting with legs straight out in front, third
 listen for the command (and not to guess!)
would be kneeling, fourth with one knee on the ground, fifth crouching with both
 keep a low body position until they pick up speed
hands on the floor, sixth standing in a crouch position with hands off the floor.
 drive the arms and legs quickly
This activity could also be done starting in a tall straight position with feet together
and each time asking the children to start in a lower body position.
Health & Safety
5. Sprint Stations Ensure:
Set up three sprint stations these can be repeated to accommodate groups of three  there is an adequate deceleration zone
to six children. Children measure and record speed and distance in their groups or  there is adequate space between runners
estimate duration by counting “One banana, two banana, etc” (roughly seconds).
Beanbag Shuttle: children take turns to run from a cone to a hoop and back (about Teaching Points
5 metres apart), as quickly as possible collecting as many beanbags as they can Encourage children to:
from the hoop in 20 seconds and returning them to a box or hoop at the start. They  push off the balls of their feet
may only move one beanbag at a time. One child times or counts 20 seconds.  drive their arms quickly like pistons
Criss-Cross: using cones/markers set up a diamond shape (with a diameter of
approx. 10 metres). A cone is placed in the centre. The runner starts at the centre
cone and runs to one of the points of the diamond, touches the cone and returns to CORE TASKS 1 & 2 – elements of both core
the centre. They then run to the next point on the diamond returning to the centre tasks for Years 3 & 4 are tackled in this lesson
cone each time until all four points have been touched. One child times the duration. with particular reference to measuring of time
How Far?: Mark a starting line and from that line place cones at every metre from or duration in different ways and to sharing
the start line in the direction of the run for a distance of about 30 metres. One child is distances and times as a team.
the starter and calls “On your marks”, and then calls “Go”. Another child times five
seconds. The runner runs along the line of cones as far as they can in 5 seconds.
The third child marks the spot with a cone. The children then aim to beat their target.
Competition Health & Safety
5. Stepped Relay
Organise the class into teams of four or six runners. Set out rows of coloured cones
with beanbags on top of the cones. The teams organise themselves into an order so
that Child 1 runs the shortest distance to the first cone (approx. 5 metres from start)
Child 2 runs to the second cone (approx. 10 metres from start), Child 3 runs to the
third cone (approx. 15 metres from the start), and so on.
The winning team is the team to collect all of the beanbags first and be seated.
Cool Down Teacher/coach take class through simple stretches.
Evaluation/Post Lesson Notes Equipment
bibs, cones or markers
batons, beanbags, stop watches
Think STEP Space, Task, Equipment, People CF/03/06
ATHLETICS Key Stage 2 (Years 3 & 4) Running Over Obstacles Lesson No. 2
Learning Outcomes Running over Obstacles
Children learn to: The runner’s aim is to take the obstacles in their stride
A & D Develop spatial awareness by judging the height and approach to obstacles with the minimum disruption to a fluent & coordinated
A & D Develop fluency and rhythm in their running style running style. These activities relate directly to the
S & A Choose and apply appropriate stride patterns athletics events of hurdling, steeplechase and cross-
K & U Carry out stretching and warm up activities safely country running. They also apply to most team games
E & I Watch and describe specific aspects of running over obstacles where players must jump to avoid collisions with other
players or avoid fallen players, hockey sticks, balls, etc
Warm Up:
1. Horse of the Year Show
In a defined area set out approximately fifteen gateways using pairs of cones of the
same colour. Children move around the area in and out of the gateways at a walking
pace and gradually increasing the speed to a jog. Introduce galloping and skipping
and encourage children only to move through the empty gateways.
Once the children are warmed up allow them to jump over imaginary or real barriers
in the gateways (low cones with a cane across could be used). Encourage children
to vary their pathways and to look for empty gateways. Encourage children to bound
(1 foot to the other foot) taking the obstacles in their running stride.

2. Show Jumping Challenge

Children find a partner and one person is the horse/rider whilst the other stands from
the side as the judge. The children have 30 seconds from the coach/teacher’s
command to clear as many different gateways as they can in that time. Their partner
Health & Safety
must keep the score and count how many obstacles they clear in the time given.
Ensure:
The two swap around.
 adequate space between the gateways
The game could be repeated to allow the children to try to improve the score.
 children keep their heads up and eyes ahead
Skills/Game Activity
3. Hurdles Grid/How many Strides? Health & Safety
Set up four to six rows of hurdles or assorted obstacles in a grid (see diagram). Ensure:
Allow space between the rows for the children to run back to the start.  the obstacles can fall easily when hit
Each row should vary in terms of the distance between the obstacles.  there is adequate space for returning runners
An approximate distance between obstacles would be between 3 - 6 adult strides.  runners only hurdle the obstacles in one direction
Children take turns in their group to walk and then run over the obstacles thinking  children allow at least three hurdles between them
about which leg they lead with. and the runner in front before they start their go
Children move up the hurdle grid when they can comfortably manage a three stride
pattern between the obstacles? * Spotters could be used to pick up any fallen hurdles
once the path is clear.
A stride pattern is counted from the moment the lead leg touches the ground after Hurdles Grid
clearing the hurdle until the same lead leg prepares for take off at the next obstacle.
Odd number stride patterns are encouraged for sprint hurdles where the runner
leads with the same lead leg throughout the race.
Children sometimes find counting 3 strides difficult, because they tend to count the
flight phase as an extra stride. Encourage them to count 1, 2, 3, Over, 1, 2, 3, Over.

The diagram below aims to illustrate this with a left leg lead runner. The letters show
the point at which the foot touches the ground

Flight Phase Flight Phase Flight Phase

R L R L R L R L R L *The space between each row of hurdles gets

progressively longer and obstacles could get higher.

Spot markers or cones can be used to highlight the stride pattern for children
having difficulties in finding rhythm.
In setting up rows of hurdles the children who are able to make long stride Teaching Points
patterns will generally be the same children who are able to clear the taller Encourage children to:
obstacles.  practise leading with both their left and right legs
 find a good rhythm before applying speed
 maintain an even stride length throughout
Competition
4. Under/Over Obstacle Relays
In teams of four to eight organise simple relays.
Each team should have a similar set of obstacles which involve obstacles to go over
and to go through (eg. hoops) or under (eg. gymnastic tables).
Use beanbags as a baton. Children run down the side of the obstacles on return.
Cool Down
Children collect the equipment and put it away.
Teacher/coach takes class through simple stretches.
Evaluation/Post Lesson Notes Equipment
cones or markers
hurdles, canes, gym tables
beanbags
Think STEP Space, Task, Equipment, People CF/03/06
ATHLETICS Key Stage 2 (Years 3 & 4) Running for Distance Lesson No. 3
Learning Outcomes Running for Distance
Children learn to: Running for distance is an endurance activity & relates
A & D Develop awareness of speed and pace judgement in relation to distance specifically to athletics events of 600 metres & longer,
A & D Develop fluency in running and walking skills including cross-country and marathons. The runner
A & D Work together in pairs and as teams aims to pace himself in order to complete the distance
S & A Choose appropriate pace for a given distance in the quickest possible time. Endurance or stamina is
K & U Understand the benefits of this type of activity on their bodies required in most team games where the players are
E&I Record performance and set individual targets to improve required to keep going for up to 90 minutes or more.
For example, David Beckham has been recorded
running up to six miles in a single football match.
Warm Up:
1. Dishes and Domes Teaching Points
Organise the class into two teams. In a defined area scatter about twenty cones of Encourage children to:
which half should be turned over the wrong way (Dishes).  keep their heads up and eyes ahead
One team is Dishes and their job is to turn over as many cones into dish shapes as  only turn one cone at a time
they can in the duration of the game.  avoid body contact with other players
The other team is Domes and their job is to turn over as many cones to make dome
shapes as they can in the duration of the game.
On command “Stop or Time Up” both teams return to their starting position and the
two types of cones are counted to decide a winner.
Play the best of three games with the games lasting anything from 30 to 90 seconds.
Skills/Game Activity
2. Race Walking Parlauf
In pairs the children practise race walking along a line of a playground or along an A
imaginary line. One child is the coach and the other is the walker.
See teaching notes overleaf. After a few minutes the children swap roles.
Mark a track with cones (ideally 200 to 300 metres perimeter).
One child from each pair goes to point A and the other to point B on the track.
The children at point A are number 1, the children at point B are number 2.
The walkers at point A are given a bean bag or relay baton and walk the distance
from A to B around the outside of the track as quickly as possible passing the
beanbag to their partner stood at B who then walks the remainder of the circuit.
On reaching point B, Child 1 then makes their way across the middle of the track as
quickly as possible to be ready to receive the beanbag from Child 2, who then does B
the same in the opposite direction to return to point B.
Set a range of challenges which could be time or distance based.  Each one of the pair only ever walk one half of the
Eg. How many complete laps can you and your partner cover in 3 minutes? circuit crossing the middle on the right of the
How quickly can you and your partner complete 3 whole laps? cones
* For large groups and small spaces stagger the starts or have half a class at a time Teaching Points
allowing the other half to rest and recover before setting them a new challenge. Encourage children to:
 place one foot in front of the other has if walking
This should also be encouraged as a running activity along a straight line
 push their opposite hip forward to the driving leg
Children could be encouraged to record their total distance or time walking or  plant the heel to the ground first and push away
running during a lesson. with the ball of the foot
Make children aware of the distances they have covered. For example if each child  carry the arms higher than a normal walking pace
walks 150 metres x 10 in a lesson then they have covered 1500 metres. and drive the elbows back
(1600 metres = I mile)

Competition/Game
3. Pursuit Relays
Using the circuit above divide the class into two to four
teams depending on numbers and the size of the track.
Use four cones to indicate the start/finish point on the track
for each team.
Each team should be sitting inside the circuit facing out
On command the first child in each team runs a lap of the
circuit carrying a baton or bean bag whilst the second runner
gets ready to receive.
When everyone in the team has completed the circuit the
whole team should be sitting down.
The winning team is the team seated first having completed Health & Safety
the circuit Ensure:
 the circuit is not too tight a curve
 children look carefully for other runners before stepping on or off the track
 runners who have finished their circuit move off the track before stopping

Cool Down
The last runner in each team leads their group for a gentle walk around the circuit.
As a whole class the teacher/coach then takes children through simple stretches.
4. Questions & Answers?
Discuss the benefits to our bodies of this type of activity?
Evaluation/Post Lesson Notes Equipment
cones, whistles, batons
stop watches, beanbags
Think STEP Space, Task, Equipment, People CF/03/06
ATHLETICS Key Stage 2 (Yrs 3 & 4) Throwing (Push & Pull) Lesson No. 4
Learning Outcomes Throwing
Children learn to: The thrower aims to throw for accuracy, distance or both by
A & D Develop the ability to throw for both distance and accuracy applying a force to a throwing implement. Different
A & D Throw using a range of techniques implements require different techniques, although the
S & A Choose the most appropriate technique for the throwing implement fundamental principles remain the same. The push throw
K & U Understand how throwing activities develop strength relates to the athletic event of shot putt and to a chest pass
E & I Watch and describe how to perform specific aspects of the push & pull throw in netball. Pull throws relate to the athletic event of javelin
and to a cricketer fielding a ball from the boundary.
Warm Up: Two-handed PushThrow
1. Flying Birds, Creeping Caterpillars & Crawling Crabs The child stands facing the direction of the throw with one
Children move around a defined area starting at a walking pace, gradually foot in front of the other. The fingers are spread behind the
increasing to a jog or a run. ball which is held at the chest, and the ball is then pushed
On command “Flying Birds” the children find a space and with arms stretched wide away from the body quickly by fast extension of the arms.
make circles with the arms which start small and gradually get bigger. One-handed Push Throw
Children resume movement around the area. The child stands sideways on to the direction of the throw.
On command “Creeping Caterpillars” children find a space on the floor and lie front The ball is held close to or touching the neck
down. With their arms by their shoulders they then perform push ups with the legs The elbow of the throwing arm is held high and the arm is
remaining straight on the floor. (Push Ups could be done against a wall if the extended forwards on release of the ball.
ground is wet). Two-Handed Pull Throw
Children resume movement around the area. The child stands facing the direction of the throw with one
On command “Crawling Crabs” children sit on their bottoms and raise themselves off foot in front of the other. The ball is held high above the
the floor by supporting themselves on their hands and feet. Children try to move head and behind the shoulder line.
forwards, backwards and sideways. One- Handed Pull Throw
Push & Pull The child stands side on to the direction of the throw.
The palm of the throwing hand is up-turned
Skills Activity
2. Push & Pull Teaching points
The teacher/coach introduces the push throws. Encourage children to:
Organise children into pairs in a space with a large and a small ball between them.  transfer their body weight from the back leg to the front
The children explore a variety of one and two-handed push throws to each other. leg on release of the object
Discuss which throws worked best with the two different balls.  keep eyes focused on the target & their head still
The teacher/coach then introduces the pull throw.  generate force by moving the legs first, then hips,
The children now explore pull throws using the different balls. shoulders and the arms fast and last
3. Questions & Answers  follow through the pathway of the throw after release of
Discuss which of the throws works best for the different throwing implements. the object with their arm and fingers
Discuss why different throws are needed for different implements & purposes?
Can you think in which activities/games a two-handed push throw might be used?
Can you think in which activities/games a pull throw might be used?
 4. Shark Infested Waters Health & Safety
Set up a large throwing area with a throwing line from which to start the throw. Safe rules are of paramount importance when it comes
Two metres in front of the line mark a zone of about ten metres in width. This is the to throwing activities. Even where children are throwing
shark infested water. Each pair has a selection of three throwing implements (eg. soft athletic equipment it is important to instill good
tennis ball, beanbag, footballs or foam javelins) practice for the future. Ensure:
Child A is the thrower whilst Child B is the coach.  children wait for instruction and check the area is clear
On command from the teacher Child A takes all three of their throws aiming to get before throwing
their throwing implements clear of the shark infested waters.  children wait for instruction and check the area is clear
Each time they clear the water they can award themselves one point. before collecting throwing implements
When Child A has completed their throws Child B raises their hand to indicate the  children walk when collecting implements
thrower has finished.  there is adequate space between throwers
When all throwers have finished the teacher/coach gives the command to collect. Teaching Points
Child A & Child B now swap roles. Allow several turns for each thrower. Encourage children to:
* Hoops or islands could be created for children who struggle to clear the zone.  think before throwing whether they are going to use a
one or two-handed push or pull throw
Shark Infested Waters  find a balanced stance to start
 keep their eyes fixed on their target
 transfer weight from the back to the front leg
 follow through with the arm, hands and fingers

CORE TASK 1 - in small groups children

investigate the effectiveness of different
throwing techniques and decide which is best
10 metres for distance or for accuracy.
Children throw different implements, heavy and
light, long and short, and make choices about
the best technique for the throwing implement
and the purpose (eg. accuracy or distance).

Cool Down Children collect the equipment and put it away.

Teacher/coach takes the class through simple stretches with particular emphasis on
the arms and raising awareness of the effects of throwing activities on the body.

Evaluation/Post Lesson Notes Equipment cones or markers

large and small balls (heavy & light), shuttlecocks
foam javelins, soft shots 600g/1kg, beanbags
ATHLETICS Key Stage 2 (Years 3 & 4) Throwing (Fling & Heave) Lesson No. 5
Learning Outcomes Throwing
Children learn to: The thrower aims to throw for distance, accuracy or both,
A & D Develop the ability to throw for distance and for accuracy by applying a force to a throwing implement.
A & D Develop the ability to throw using a range of techniques Fling throws relate specifically to the athletic event of
S & A Choose appropriate techniques for the throwing implement discus, but also to a pass in rugby and to throwing a
K & U Understand the effects of throwing activities on the body frisbee. The heave throw relates to the athletic event of
E & I Watch and describe how to perform specific aspects of fling & heave throws hammer.

Warm Up:
1. Human Bowling
Define a rectangular space with a central safety zone of approx. five metres wide.
Divide the class into two teams.
Each team occupies one half of the pitch and must not move into the other half of
the pitch or into the safety zone during the game.
Players from each team take turns to bowl a large ball (preferably one that is sof)
Safety Zone
along the ground (below the knee) to eliminate the players from the other team.
A player is knocked out of the game if the ball touches them below the knee
Once eliminated they become side line ball collectors as the balls go off the pitch.
The aim of the game is to eliminate as many players from the other team with
accurate bowling or fling throws. Players avoid elimination by dodging and jumping
to avoid the balls.
* More than one ball can be used to make the game more difficult
Skills/Game Activity Health & Safety
2. Working in Pairs (Fling Throw) Fling & Heave throws tend to be more difficult to
Mark out a safe throwing area in a fan shape (see diagram overleaf) with control in terms of accuracy. Ensure:
approximate metre markers to indicate the distances being thrown.  adequate space is available
The teacher/coach introduces the fling throw using beanbags, small balls or quoits.  there is plenty of space between throwers
In pairs children line up long a throwing line with three throwing implements each.
On command from the teacher/coach Child A in each pair takes three throws whilst * If space is limited children could throw towards a target
Child B takes on the role of the coach. on a wall instead of into a space.
Once all three throws have been made Child B raises a hand to indicate the thrower
has finished. When the teacher/coach is satisfied the area is safe the throwers Fling Throw
collect their equipment. The children then swap roles. The child stands side on to the direction of the throw with
Teaching Points their body weight on the back leg. The throwing arm
Encourage children to: starts low from level with the knee of the back leg and
 stand side on to the direction of the throw travels from low to high so that the release point is
 start in a low position and finish the throw in a high position around shoulder height as the weight transfers onto the
 follow through in the direction of the throw with the arms and fingers front foot. The arm is long and straight on release of the
 transfer the body weight from the back leg to the front throwing implement.
 move legs first, and the arms fast and last

3 Working in Pairs (Overhead Heave) Overhead Heave

The teacher/coach introduces the overhead heave throw using large balls The thrower has their back to the direction of the throw.
In pairs children take turns to practise, as before with one child as thrower and the The feet should be apart and the ball held in two hands
other as the coach. between the legs. The ball is swung through the legs and
over the head as the legs drive upwards.
4. Questions & Answers The arms are long and straight on release of the ball.
Discuss the differences between the two throws and the techniques involved.
Discuss the level of accuracy compared to push and pull throws. Fan-shaped throwing sector

5. Overhead Heave Challenge

Each pair challenges another pair to an overhead heave contest. 15 m
The first pair each take one throw and the distance is the total of the two throws
added together.
The second pair must then try to beat that total with their two throws added together. 10 m
Rotate pairs so the children can challenge other pairs in the class.

5m

Cool Down
Children collect the equipment and put it away.
In pairs each child teaches their partner one stretch for the arms or upper body.
The teacher reinforces the importance of warming up and of stretching.

Evaluation/Post Lesson Notes Equipment

cones or markers
large and small balls
quoits, beanbags, foam or rubber discus

Think STEP Space, Task, Equipment, People CF/03/06

ATHLETICS Key Stage 2 (Years 3 & 4) Jumping for Distance Lesson No. 6
Learning Outcomes Jumping for Distance
Children learn to: The jumper aims to leap the furthest distance possible by
A & D Develop fluency and coordination in taking off and landing applying an efficient approach, take off, flight and landing.
A & D Develop body position in the flight phase of the jump Jumping for distance relates specifically to the athletic event
S & A Use a variety of jumps in different games and activities of Long Jump, but there are many examples of other sports
K & U Understand how their bodies respond to jumping activities or activities where a player must jump for distance. The
K & U Understand the importance of warming up before physical activity cross-country runner often has to jump streams or ditches,
E&I Describe the basic techniques for jumping whilst the rugby player often jumps and dives for a ball or to
E&I Watch, copy and describe good examples of jumping technique avoid a tackle.
Warm Up:
1. Beans Warm Up 2. Questions & Answers
In a defined space children move around the area looking to move into spaces. Why do we warm up?
Starting at a walk, gradually increase the tempo to a jog or an easy run. Discuss the effects of exercise on our bodies? Emphasise
On command the children perform the following movements or body positions. the importance of warming up, including the mental
“Jumping Beans” – children bounce up & down on the spot lightly with two feet preparation for the activity ahead.
“Broad Beans” – children do jumping jacks (star shape, feet together, star, together)
“String Bean” – children make a long thin shape
“Baked Bean” – children curl up small making a tuck shape
“ Beans on Toast” – children make a wide, star shape on the floor
“Frozen Bean” – children become statues
“Jelly Bean” – children shake their bodies
“Chilli Bean” – children rub themselves as if cold
“French Bean” – children call “Oo La La!”

Skills/Game Activity
3. How many ways? Jumping can be a demanding activity. Where possible
Introduce the 2 feet to 2 feet jump use soft surfaces for landing. However, jumping
Ask children to see if they can come up with four more standing jumps with a activities can be performed on hard surfaces and
partner. Discuss with and demonstrate with the class the four remaining jumps. children can be seen jumping, bounding and hopping in
2 feet to 1 foot the playground at most break times.
1 foot to 2 feet Health & Safety
1 foot to the other foot (bound) Ensure:
1 foot to same foot (hop)  gym mats do not move excessively, use tape to secure
4. Questions & Answers them to the floor if necessary
Which jump from a standing position will enable you to travel the furthest? (2 to 2)  children jump away from walls or apparatus
Why might this be? (Balanced start and two legs generate more power than one)  children are wearing appropriate footwear
Discuss when the other jumps might be used and in what games or activities they  when working on small mats that only one child jumps
might be used. at a time
 5 Heads, Shoulders, Knees & Toes Teaching Points
Organise the class into groups of three or four. Encourage children to:
Each group collects a gym mat.  adopt a balanced stance with feet slightly apart
One child lies on the mat with their feet level with the jumping end of the mat whilst  bend their knees & drive arms forward at take off
another draws around their partner with chalk or marks their height with a line.  make a long thin shape in the air
In their groups the children take turns to see if they can jump the body length of that  land softly on their feet with bent knees
child using a standing jump (2 feet to 2 feet).
Children mark their progress with chalk.
The groups could be encouraged to record and measure each others progress. This
might involve using a tape measure at the end of the lesson to record their results.

Once the group have begun to develop and improve their technique a one step
approach into the jump could be introduced. Children start with one foot forward
and rock back and then forward, transferring their weight onto the front foot at take
off (1 foot to 2 feet jump).
This activity could be progressed to a short run up of three to five strides. CORE TASKS 1 & 2 – children investigate the
effectiveness of jumping off one or two feet
5 Questions & Answers deciding which enables them to travel furthest.
Pick out good examples of jumping technique for the class to observe. Children measure distance in different ways.
Ask the children to look for good examples of bent knees, driving arms, long and thin Children share distances as a team.
body shapes in flight and soft landings.
Competition/Challenge
5 World Record Long Jump Challenge
Organise the children into teams of four. Three jumpers and one recorder.
Measure and mark with cones the distance of the men’s or women’s long jump World Record or British Record distances across the area.
The first person in the team jumps and the recorder marks where they land. The second person then jumps from that marker and so on until the
distance is completed. The recorder counts how many jumps it took the team to complete the distance. Repeat the challenge with a different child
as the recorder.
Current Men’s World Record Current Women’s World Record Current Men’s British Record Current Women’s World Record
8 metres 95 cms 7 metres 52 cms 8 metres 27 cms 6 metres 90 cms
Mike Powell USA 1991 Galona Chistyakova RUSSIA 1988 Chris Tomlinson 2002 Bev Kinch 1983
Cool Down
Children collect the equipment and put it away.
The teacher/coach takes class through simple stretches with emphasis on the legs.
The teacher/coach raises awareness of the effect of jumping activities on the body.
Evaluation/Post Lesson Notes Equipment
cones, chalk, gym mats, tape measures

Think STEP Space, Task, Equipment, People CF/03/2006

ATHLETICS Key Stage 2 (Years 3 & 4) Jumping for Height Lesson No. 7
Learning Outcomes Jumping for Height
Children learn to: The jumper aims to cover the greatest height possible, with
A & D Develop fluency & technique in a range of approaches & take off positions Olympic athletes jumping at least their own height. Jumping
A & D Learn a variety of different jumping techniques for height relates specifically to the athletic events of High
S & A Explore body positions in flight and apply to different jumps Jump and Pole Vault. Examples of jumping for height in
S & A Choose and apply techniques to suit the challenge other sports or activities might include: a tennis player
K & U Understand why warming up is an important part of physical activity jumping to make a smash hit; the footballer jumping for a
E&I Watch and copy each other and describe good technique header; or the basketball player performing a lay up.
Warm Up:
1. One, Two, Three, Four, Five CORE TASK 1 – children investigate different
Explain the code to the children jumping styles, decide which they like best and
“One” means touch the ground with your hand which help generate the greatest height.
“Two” means jump in the air Children measure and record in different ways
“Three” means skip high touching your thighs with opposite hands
“Four” means kick your legs in front of you Health & Safety
“Five” means High Five someone close to you Ensure:
Children begin by walking around the area and gradually increase the tempo of the  adequate space and suitable ground surface
activity to a jog, skip, side step etc.  equipment which gives easily on being struck
 children use only a standing jump for Target Jump
Skills/Game Activity
Introduce three or four stations with two sets of equipment at each station.
These stations can be repeated two or three times depending on the class size and Teaching Points
the equipment available to you Encourage children to:
In groups of four, but working in pairs children take turns at each activity station.  drive the knee fast and high at take off
Encourage children to explore a range of different take off positions or approaches.  drive the arms forwards and upwards at take off
 explore different body shapes in the air
2. Jumping Stations  try jumping from different sides and using both left and
Target Jump (2 feet to 2 feet): Using clear wall space children take turns to make a right as the take off leg
standing jump to reach as high up the wall as possible. Children stand side on to the  try a range of approaches to the jump (with the
wall reaching their inside arm to the wall. Targets might include chalk markings, exception of the Target Jump which must be done from
post-its, or laminated signs for the children to reach for. A bench will be needed to a standing start for safety reasons)
enable children to reposition the targets or mark the height with chalk.  swing their legs fast and straight when performing the
scissor jump
High Bounce (2 feet to 2 feet): Using a small foam wedge, mini-hurdles, or cones  reach above their head with their arms in flight
and a cane, children take turns to make standing tuck jumps over the obstacle.
Encourage children to keep their feet together and drive their arms at take off. The
activity could be extended to three or four tuck jumps being performed in row over a
set of obstacles. Children might explore making one or two bounces between
obstacles or hopping instead.
 High Jump Approach
Edward Scissor Legs (1 foot to the other): Using the lines of the playground, ropes The diagram illustrates the correct diagonal approach for
or mini hurdles children take turns to scissor jump the obstacle. In the scissor jump the scissor jump depending upon take off leg.
the legs are swung fast and straight from the hip. The inside leg to the barrier clears the obstacle first.
Children begin with a standing start for take off and should be encouraged to try If approaching from the right the child will drive off the left
leading with both legs. The approach should be a straight line and a diagonal leg with the right leg clearing the obstacle first.
pathway to the obstacle. If approaching from the left the child will drive off the right
Children could be encouraged to explore the best approach for themselves by trying leg with the left leg clearing the obstacle first.
different approaches or pathways to the obstacles from three or four strides. These The same applies for a curved approach.
could include straight approach, diagonal or curved line.
The beginnings of the Fosbury Flop can be introduced by progressing into a curved Left Right
approach with a bent leg and driving knee at take off instead of the straight leg
scissor approach.

Jump & Reach (2 to 2, 1 to the other, 1 to 2): Using something suspended from the
ceiling or a beam the children take turns to jump for the target. Alternatively a uni-
hoc stick or broom handle with something dangling from the end as a target with one
child holding the end whilst the other jumps and reaches. Alternatively a soft ball or
balloon thrown into the air by a partner could be used as a target for which to jump
and reach.
3. Questions & Answers
Which approach & which technique worked best for the different jumps?
Which body shapes worked
Competition/Challenge
4. Vertical Jump Challenge
Children record and measure each other’s performances using the Vertical Jump
which is the same jump as the Target Jump station.
This is recorded by first marking the reaching height of the child on the wall. This is
done by the child standing with their back to the wall, feet flat to the floor and arms
reaching above the head. Mark the furthest point of the finger tips with chalk.
The child then stands side on to the wall and when ready jumps and reaches to
touch the wall at the highest point possible. The recorder marks the point with chalk
and the height jumped is the measurement from the reaching height of the child to
the mark reached with a jump (usually between 20 – 50 centimetres).
Cool Down
Children collect the equipment and put it away.
Teacher/coach takes children through simple stretches
Evaluation/Post Lesson Notes Equipment
hurdles, canes, cones, unihoc sticks, chalk, rulers
Think STEP Space, Task, Equipment, People CF/03/06
ATHLETICS Key Stage 2 (Yeas 3 & 4) Combination Jumping Lesson No. 8
Learning Outcomes Combination Jumping
Children learn to: The jumper aims to link more than one jump together
A & D Explore combinations of different jumps in a sequence to cover a distance. It relates to the
A & D Develop fluency and control in putting together different combinations athletic event of Triple Jump, which consists of a hop,
S & A Choose different combinations of jumps for different games and activities a bound and a jump following a running approach.
K & U Understand how jumping activities affect our bodies However, many sports people use combination jumps
E&I Watch and copy each other and try to improve performance without evening thinking about it, when they jump or
hop to gain balance or positioning.
Warm Up
Children walk around the area (stroll in the park pace), Children walk on tip toes Teaching Points
without making any noise, children walk with loud giant steps, children walk faster Encourage children to:
(late for school walk).  make their movements fluent and coordinated
1. Mirror Me  keep their heads up and eyes ahead
Reinforce the five different standing jumps (see opposite).  explore different body shapes in flight
Organise the class into pairs. Children stand face to face about two metres apart.  land softly with bent knees
One child is the leader and jumps forwards, backwards, sideways, upwards, whilst 5 Basic Jumps
the other child must try to mirror their actions. Children swap roles. Two feet to two feet
2. Shadow Me Two feet to one foot
This time the children move around the room with one child leading and putting One foot to two feet
together a sequence of jumps whilst the other child follows behind, trying to keep up One foot to the same foot (hop)
with their partner as if they are their partner’s shadow. Children swap roles. One foot to the other foot (bound)
3. Copy Me
This time the leader puts together a sequence of three or four jumps and the other
child watches and then copies the sequence. The sequences could get longer and
more difficult to remember. Children swap roles. CORE TASK 1 & 2 – children try mirror
someone so that actions are performed in
synchronisation. Children explore different types
Skills Activities
of jumps and their effectiveness. Children share
4. Combination Jumping Stations
distances as a team.
Children work in small groups & set themselves challenges to improve performance.
Encourage children to take turns and to watch each other and to give each other
ideas about how they could improve their performance at the different challenges.
Teaching Points
Jumping Jack Rabbits: Children take turns to hop to a cone and back (total distance Encourage children to:
10 metres). Children could time each other as to how long it takes or count how  touch the ground lightly with their feet
many hops (without stopping) it takes them.  have minimum contact time with the ground
Can they do it faster? Can they do it in fewer hops?  use their arms to help drive themselves forward
Try hopping on the other leg? What happens then?  land softly with bent knees
Can they play the game using different jumps?
Stepping Stones: Set up a jumping grid using cones or spot markers so that
children start at the beginning of the grid where the stones are close together and Stepping Stones Grid
work their way up the grid to where the stones are further apart & the river wider.
Children take turns to make a three part combination jump across the stepping
stones and finish with a jump onto the bank. Encourage the children to make each of
the three phases of the jump roughly equal.

Dice Jump: One child rolls the die and the others take turns to make a combination
of jumps corresponding to the number called out. Children have several attempts to
see if they can beat their first distance. Children could watch each other and copy
the same combination and see if they can beat that distance or use different
combinations to try to get further.

Competition/Challenge
5. Jonathan Edwards World Record Challenge
Current Triple Jump World Record: 18 metres 29 cms, 1995, Gothenburg
Measure and mark the length of the world record distance.
Explain that this is the distance Jonathan Edwards covered in a single hop, bound and jump following a run up.
Use long jump records instead, if the space is not adequate.

Organise the class into teams of four. One child is the recorder the other three are the jumpers.
The first member of the team makes three hops from the start line and the recorder marks where they land with a cone. The second child in
the team then does three hops from that marker and the cone is then moved to where they landed. This continues until the world record
distance has been covered by the three jumpers. The recorder must count the total number of hops it took his team to complete the distance.
Repeat the game this time using a different team member to record.Can the team reduce the number of hops it takes to complete the world
record distance?
The winning team is the team who completes the distance in the fewest number of hops or individual attempts at the full distance added
together to give a team total.
* Variations on the game might include bounds or bunny jumps
Cool Down
Children collect the equipment and put it away.
Teacher/coach leads children through simple stretches and reinforces the importance of warming up and cooling down after physical activity.
Evaluation/Post Lesson Notes Equipment
cones or markers
mats
dice, tape measure

Think STEP Space, Task, Equipment, People CF/03/06

ATHLETICS Key Stage 2 (Years 3 & 4) Relays Lesson No. 9
Learning Outcomes Relays
Children learn to: The aim of the relay team is to cover a given distance
A & D Develop the skills to make relay changeovers as fast as possible as a team. Relays usually involve
A & D Develop communication skills when working together as a team passing a baton around a circuit. The key to a
S & A Choose the best changeover technique for the relay event successful relay team is good organisation, timing,
K & U Understand how their bodies respond to running activities communication and smooth changeovers. The main
E&I Discuss as a team how improvements could be made to performance relay events in athletics are 4 x 100m, 4 x 400m, but
cross-country and road relays events are also very
popular and good fun.
Warm Up:
1. Trains, Drop & Pick Up Teaching Points
Organise children into groups of four or five with a bean bag between them. Encourage children to:
One child is the leader, whilst the others form a train behind.  work together as a team by checking to see if the
Starting at a walking pace the leader makes a pathway through the space and the train is kept close together
train keeps in close contact.  communicate clearly to each other
The leader chooses when to drop the beanbag in their path and then continues along  drop (not throw) the beanbag or baton
their chosen route. All of the children pass over the beanbag until the last person in  keep their heads up and eyes ahead
the train picks it up and runs to the front becoming the leader.  try both dropping and picking up with their non-
Repeat several times gradually increasing the speed from a walk to a jog. dominant hand
After several goes ask the children to come up with different ways of communicating
to the rest of the team that they are going to drop the beanbag

Light plastic batons could be used if running on grass

Skills/Game Activity
2. Stand and Deliver Teaching Points
Organise children into pairs with a beanbag between two. Encourage children to:
Child A stands about a metre in front of Child B, both children facing the same way.  listen for the command from their partner
Child B holds the bean bag and when ready calls “hand” and Child A responds quickly  hold their arm out long with the palm open and up
by putting their hand out behind them without turning around. Child B places the  react quickly without looking around
beanbag in their hand and quickly moves to a position a metre in front of Child A, who  attempt the task using both dominant and non-
now repeats the task. dominant hands
Extend the activity by encouraging children to call left or right hand.  pass the baton at arms length holding it at one
Extend the activity to a walk or a jog. end so there is free baton to grasp on passing
Swap beanbags for batons.
Join another pair and make a train of four and practice the activity on the move.
 Teaching points
3. Continuous Relay Changeover Station Encourage children to:
In fours children set up simple relay changeover stations using four markers or cones  start moving quickly when the incoming runner
placed in a line. Cones 1 to 2 should be approximately 5 metres apart. has reached the second marker
Cones 2 to 3 should be approximately 2 – 3 metres apart.  practise changeovers at full speed
Cones 3 to 4 should be approximately 5 metres apart.  practise using both left and right hands for passing
Child A starts at cone 1 and runs to cone 3 to pass the baton to Child B. and receiving
Child B starts running when Child A reaches cone 2 and on receiving the baton runs on
to cone 4 and back around cone 1. Child A has now stepped off the track and Child C Relay events require runners to be able to pass and
has now stepped up to cone 3 ready to receive the baton from Child B. receive with both hands and it is important children are
The children continue to practice changeovers by rotating at cone 3. encouraged to practice using both. The right hand will
pass to left and left will pass to right. This is so that
runners don’t have to reach across their body when
Start/Finish passing the baton which is awkward and inefficient.
Children should be encouraged to position themselves
in lanes as below. The letters indicate hands in which
1 2 3 4 the baton is held..

R
Child A Child B L

Child D & C R
L

Competition
4. Shuttle Relays with End Turn CORE TASK 2 – in teams of four children find out
Using the layout above children compete as teams of four. Each child runs once. ways of running the fastest time as a relay team.
The runners gets ready to step onto the track once the previous changeover has taken They run for longer and shorter distances and
place. When all four runners have run the children should sit down in their teams. tackle different types of relay courses.
5. Pursuit Relay
See lesson 3.
Cool Down
Children collect the equipment and put it away. The teacher/coach takes children through simple stretches.
Discuss what makes for good team work (eg. good communication, cooperation, etc)
Evaluation/Post Lesson Notes Equipment
cones or markers
batons, beanbags
Think STEP Space, Task, Equipment, People CF/03/06
ATHLETICS Key Stage 2 (Years 3 & 4) Multi-event Team Challenge Lesson No. 10
Learning Outcomes Multi-event Challenge
Children learn to: Multi-events or combined events competitions are when an
A & D Acquire and develop skills in recording and measuring performance athlete competes over a range of running, jumping and
S & A Select and apply running, jumping and throwing techniques in competition throwing events over one or two sessions.
S & A Select the best technique for the event They relate to the athletic events of the Heptathlon
K & U Understand the benefits of exercise to their bodies (7 events) and Decathlon (10 events) which take place over
E&I Describe the basic techniques which make for a good performance two days. It also relates to sports such as the Triathlon and
the Modern Pentathlon.
Warm Up
1. Changing Gears
In a defined space children move around the area at a relaxed walking pace and on command or signal they must stop and the teacher/coach
leads the class through a simple mobility exercise. Children walk around the area more quickly (late for school walk) and on command stop to
perform a simple mobility exercise. Increase the pace to a jog and a run. Introduce skipping and side stepping.
Skills/Game Activity Health & Safety
Organise the class into six or eight equal groups depending on whether the class are Ensure:
attempting the Run, Jump, Throw Challenge (6 teams) or the Quadrathlon Challenge  there is adequate space between the events
(8 teams).  that children throw away from other events
Two teams work together at one of the stations with one team recording and Teaching Points/Rules of Competition
measuring times and distances whilst the other team contests the challenge. Timekeeping (NB most people give times which are too
The two teams then swap roles. When everyone on both teams has completed the fast):
challenge they move onto the next station.  slow reactions in starting the watch will give results
which are faster than was achieved
The teacher/coach should explain the rules of the events and how they should be  predicting the finish and stopping the watch early are
measured and recorded at the start of the session. also reasons for unrealistically quick times
The events can be adapted and changed, but the events listed below would enable  timekeepers should watch the finish line and not the
schools to use the data for events in the Norwich Union Shine:Awards. athletes
This is the UK Athletics award scheme and schools registered on the scheme can  times should be rounded up eg. 10.23 seconds
use the recorded results to apply for individual performance awards at Level 2. becomes 10.3 seconds
See. www.ukathletics.net for more information about the award scheme.  recall runners if there is a false start
2. Run, Jump, Throw Competition (Star:Track Award)  the teacher/coach may want to record the running
50 metre Run: You will need a stop watch, tape measure and cones. event to ensure some consistency is maintained
Mark out a 50 metres stretch with a tape and using cones to mark the start & finish.
Starters should call “On your marks”, then “Go” or blow the whistle. Throwing Events
The stop watch should be started on the G of the “Go” and should be stopped as the  record distance to the nearest 50 centimetres eg. 10.
chest of the runner passes through the line. Record to the nearest 10th of a second. 50 metres
Standing Long Jump: You will need a pit or a mat and a tape measure.
Jumpers take turns to record the best of two or three jumps.
The measurement is taken from back edge of the take off line to the part of the body
which landed nearest to the take off line. See opposite.
Record distance to the nearest centimetre.

Soft Javelin: You will need soft javelins and a throwing area of about 25 metres.
Place cones at metre marks from the throwing line. Throwers take turns to record
the best of two or three throws. The throw is recorded from the point at which the
javelin first touched the ground (allow any part of the soft javelin to touch the ground Speed Bounce
for a legal throw).  only two-footed bounce jumps can be counted
 if the obstacle is knocked over obstacle it should be
3. Quadrathlon Competition (Agility Award) replaced quickly and the competitor continues
For the quadrathlon add one agility event. Jumping Events
Speed Bounce: You will need foam wedges or mini hurdles of about 25 centimetres  horizontal jumps should be measured from the back
in height and a stop watch. Competitors start side on to the obstacle with two feet edge of the take-off line to the nearest point where any
together and make as many jumps side to side over the obstacle they can in 20 part of the body touched the ground
seconds. One child should keep the time whilst another counts the number of clean  distance should be recorded to the nearest centimetre
bounces made. Have one attempt each. eg. 1.52 metres
4. Relay Event  a no jump should be recorded if the jumper starts with
Finish the competition or challenge with a shuttle relay their feet over the line

Competition & Team Challenges could took place over several weeks or as part of the run, jump, or throw lessons.
Event recording sheets are enclosed in the lesson packs.
Event Specific Team Results could be scored in the following way:
o The best jump from each team member is added together to give a total distance which can be compared against the other teams.
o The same can be done for the throwing events and for the speed bounce.
o For the running event the total time would be added together and the team who took the least time would win the running event.
Overall Team Results could be scored in the following way:
o If six teams are competing give the winning team for each event 6 points, 5 for second, 4 for third and so on.
o The team with the most points wins.
Cool Down Children collect the equipment away and put it away.
Teacher/coach takes children through simple stretches.
Evaluation/Post Lesson Notes Equipment
cones or markers, whistles, stop watches, tape measures,
beanbags, batons, foam javelin, mini hurdle
Think STEP Space, Task, Equipment, People CF/03/06