Lesson 4 - Game-Specific Throws
Movement Patterns Adventure
•Year 2
•Athletics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How do we choose the best type of throw for different situations and targets?
Learning Objectives
- To participate in three different throwing games and understand when to use different throws
- To use a variety of throws (rolling, underarm, overarm) according to the requirements of different games
- To explore and evaluate which throws work best for accuracy, distance, and height in different scenarios
Key Outcomes
- Students will demonstrate appropriate throw selection for specific game situations
- Students will execute rolling, underarm, and overarm throws with improved technique
- Students will explain why different throws are needed for different activities and targets
Equipment & Resources Required
Distribute evenly for starter activity, then reorganise for stations
Alternative: Foam balls, bean bags
Bright colours preferred for visibility
Alternative: Small soft balls, mini bean bags
Mixed colours for different stations and boundaries
Alternative: Markers, spots
Numbers 1-7 clearly visible
Alternative: Chalk squares, numbered mats
Large enough for Year 2 students to see clearly
Alternative: Hoops, chalk triangles, rope triangles
Clear centre line approximately 10m x 8m court
Alternative: Cones, lines on floor
Key Vocabulary
Throwing a ball along the ground using a smooth, controlled motion
Throwing with the arm moving upward from below the waist in a pendulum motion
Throwing with the arm moving over the shoulder for power and distance
How close your throw comes to hitting the intended target
How far you can throw the ball or beanbag
The specific area or object you are aiming to hit with your throw
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing movements from Unit 1 lessons 1-3
- Understanding of rolling and underarm throws
- Experience with simple target games
Current Skills
- Selecting appropriate throws for different game situations
- Comparing effectiveness of throws for accuracy, distance, and height
- Applying throwing skills in competitive game contexts
Next Steps
- Developing consistency in throw selection under pressure
- Learning to adapt throws based on opponent positioning
- Understanding tactical throwing in team games
Milestone Indicators
Key Teaching Points
- Always step forward with the opposite foot to your throwing arm
- Point your hand toward the target to improve accuracy
- Choose rolling for low, close targets requiring accuracy
- Use underarm throws for medium distances without going too high
- Select overarm throws when you need distance and power
- Keep all throws below shoulder height in dodgeball for safety
- Think like a detective - analyse the situation before choosing your throw
Common Misconceptions
- All throws are the same - teach that different situations require different throws
- Harder throws are always better - emphasise control and appropriateness over power
- You don't need to step forward - demonstrate how stepping improves accuracy and distance
- Overarm is best for everything - show how each throw has specific advantages
- Aiming doesn't matter if you throw hard - stress accuracy over force
- Games are just about winning - focus on learning and trying different techniques
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, movement breaks built in, clear boundaries and expectations, immediate positive feedback
dyspraxia
- Larger, lighter equipment for easier handling, additional demonstrations, simplified instructions, extra practice time
autism spectrum
- Clear routine and structure, visual station cards, quiet reflection areas available, predictable rotation system
visual impairment
- Use brightly coloured equipment, verbal descriptions of targets, buddy system for guidance, larger targets for easier success
hearing impairment
- Visual demonstrations of all throws, hand signals for instructions, written station instructions available
physical disability
- Seated throwing variations, modified distances and heights, adapted equipment sizes, alternative scoring systems
Cross-Curricular Links
Maths
Counting balls in warm-up game, measuring distances to targets, understanding numerical sequences in hopscotch
Science
Forces and motion in different throw types, understanding trajectory and gravity effects on projectiles
Geography
Directional language, spatial awareness, understanding of distance and positioning
PSHE
Teamwork and cooperation in group games, resilience when facing challenges, respect for rules and fair play
Teacher Guidance
Positioning
Position centrally during station work to observe all three activities, move between stations to provide feedback and support
Observation Focus
Watch for appropriate throw selection, safe throwing technique, positive interactions between students, engagement with activities
Intervention Points
Step in if students use inappropriate throws for safety, if technique needs correction, if students are struggling with game rules
Demonstration Notes
Always demonstrate throws in slow motion first, then at normal speed. Exaggerate key teaching points like foot positioning and pointing toward target. Use students to demonstrate good examples.
Verbal Cues
- •'Think detective - which throw will work best?'
- •'Remember opposite foot forward!'
- •'Below shoulders for safety!'
- •'Why did you choose that throw?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m clear space, preferably sports hall with non-slip surface
Surface Check
Dry, even surface free from obstacles, no balls or equipment left on floor during movement
Equipment Safety
Safety Checks
- •All balls must be soft/sponge materials only
- •Bean bags checked for secure stitching
- •Cones have no sharp edges or cracks
- •Equipment distributed safely around hall perimeter when not in use
Risk Management
Key Risks
- •Collisions between students during dodgeball
- •Slips from balls left on floor
- •Injury from throwing above shoulder height
- •Overcrowding at popular stations
Risk Mitigation
- •Clear below-shoulder rule enforced throughout
- •Adequate spacing maintained between students
- •Immediate equipment collection after each activity
- •Rotation system prevents overcrowding
- •Soft equipment only policy strictly maintained
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all three stations during rotation
- •Monitor dodgeball for height and force of throws
- •Ensure safe transitions between activities
- •Watch for students following throw technique correctly
Emergency Procedures
Stop all activity immediately with whistle signal, assess any injuries, provide appropriate first aid, have clear access to exits