Lesson 6 - Technique Mastery & Values
Whole-Body Athletics Basics
•Year 1
•Athletics
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How can we use good feedback to help our friends become better athletes while showing excellent sporting values?
Learning Objectives
- To demonstrate a variety of athletic techniques with competence
- To provide constructive feedback to help peers improve their performance
- To consistently demonstrate school games values throughout athletic activities
Key Outcomes
- Students will perform running, jumping, and throwing techniques with improved control and coordination
- Students will observe peers and offer specific, helpful feedback to support improvement
- Students will show respect, fairness, and encouragement when working with others in athletic challenges
Equipment & Resources Required
Use different colours for various activities and team identification
Alternative: Markers, bean bags in containers
Lightweight and safe for Year 1 throwing practice
Alternative: Pool noodles, foam rockets, tennis balls
Various sizes to create different challenge levels
Alternative: Chalk circles, rope circles laid flat
Height adjustable for safety - maximum 20cm for Year 1
Alternative: Foam hurdles, rope between cones at 15cm height
Start at lowest setting (30cm) for scissor kick practice
Alternative: Rope, elastic band, pool noodle between stands
For measuring jumping distances and marking positions
Alternative: Pre-marked distances with chalk or cones
Key Vocabulary
Helpful comments that tell someone how they can improve
Activities involving running, jumping, and throwing
The correct way to perform a skill or movement
Being fair, respectful, and encouraging to others in sport
Making different parts of your body work together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running with arms and legs coordinated
- Simple jumping with two feet together
- Underarm throwing with bean bags or soft balls
- Understanding of taking turns and sharing
Current Skills
- Running with changing direction and speed
- Jumping for distance with improved technique
- Throwing for accuracy and distance
- Observing and commenting on peer performance
- Demonstrating sporting values consistently
Next Steps
- Combining athletic movements in sequences
- Competing in mini athletic competitions
- Leading warm-up activities for peers
- Setting personal targets for improvement
Milestone Indicators
Key Teaching Points
- Technique development takes priority over speed or distance in all athletic activities
- Peer feedback should be specific, positive, and focused on one improvement at a time
- Sporting values are demonstrated through actions, not just words, during competitive moments
- Safety awareness must be maintained throughout all throwing and jumping activities
- Every student can succeed at their own level - celebrate effort and improvement over absolute performance
- Station rotations require clear timing signals and smooth transitions to maintain engagement
- Self-assessment opportunities help students develop reflection skills and ownership of learning
Common Misconceptions
- Faster is always better - emphasise that control and technique lead to better performance
- Only winners deserve recognition - celebrate effort, improvement, and sporting values equally
- Feedback means pointing out mistakes - teach positive, constructive feedback focusing on solutions
- Athletic ability is fixed - reinforce that practice and good technique lead to improvement
- Competition means being mean to opponents - model and expect excellent sporting values throughout
SEN Adaptations
ADHD
- Clear boundaries at each station, frequent positive feedback, movement breaks between reflective activities
dyspraxia
- Simplified movement patterns, extra demonstration time, larger targets for throwing activities, patient repetition of skills
autism spectrum
- Clear visual schedule of station rotations, quiet space available if needed, consistent routines and expectations
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of all demonstrations, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written station cards with pictures
physical disability
- Seated throwing activities, modified jump distances, alternative movement patterns, adapted equipment
Cross-Curricular Links
English
Vocabulary development with athletic terminology, giving clear verbal feedback, listening skills during instructions
Maths
Measuring jumping distances, counting repetitions and scores, understanding timing and sequences in station rotations
Science
Understanding body systems during exercise, forces in jumping and throwing, balance and coordination principles
PSHE
Teamwork and cooperation, resilience when facing challenges, celebrating others' success, managing competitive emotions
Teacher Guidance
Positioning
Central location during station rotations to supervise all activities, move around to provide individual feedback
Observation Focus
Technical development, peer interaction quality, safety awareness, sporting values demonstration
Intervention Points
Step in to correct unsafe technique, facilitate positive peer feedback, manage competitive behaviour
Demonstration Notes
Use clear, slow demonstrations for each technique, emphasise safety aspects, show both correct and incorrect examples where appropriate
Verbal Cues
- •'Technique first, speed second!'
- •'What specific tip can you give your partner?'
- •'Celebrate everyone's efforts!'
- •'Safety check before throwing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space for running activities, additional areas for athletics stations
Surface Check
Non-slip surface for running, soft landing areas for jumping activities, clear of debris and holes
Equipment Safety
Safety Checks
- •Soft javelins checked for damage, no sharp edges
- •Hurdles stable and maximum 20cm height for Year 1
- •High jump bar secure but designed to fall safely if contacted
- •Cones positioned to avoid trip hazards
- •Measuring equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during running activities
- •Falls during jumping activities
- •Equipment-related injuries from improper use
- •Overexertion during competitive activities
Risk Mitigation
- •Clear boundaries and running lanes established
- •Progressive skill building from simple to complex
- •Adequate supervision at all athletics stations
- •Emphasis on technique over speed/distance
- •Regular hydration breaks during extended activity
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all athletics stations during rotation
- •Monitor high-energy activities for signs of fatigue
- •Ensure proper technique at potentially higher-risk activities (hurdles, high jump)
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required