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Lesson 3 - Approaching Hurdles

Movement Mastery

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Year 3

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Athletics

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45 min

Big Question

How can we combine running and jumping to move efficiently over hurdles?

Learning Objectives

Combine running and jumping skills to approach and clear hurdles safely
Develop timing and rhythm when jumping over apparatus with control and balance
Explore and judge appropriate speed to jump safely over obstacles

Key Outcomes

Students will demonstrate smooth running approach to hurdles
Students will show controlled jumping technique over low obstacles
Students will identify their preferred take-off foot and explain their choice

Equipment & Resources Required

Low Hurdles

12-15

Various heights (20-30cm) arranged in lanes

Alternative: Skipping ropes laid on cones, pool noodles on cones

Markers

Mark starting points and lane boundaries

Alternative: Cones, spots, chalk lines

Measuring Tapes

For setting consistent hurdle spacing

Alternative: Pre-marked distances on playground

Stopwatch

For timing jumping activities

Alternative: Smartphone timer, countdown apps

Key Vocabulary

Approach

The running movement towards the hurdle before jumping

Take-off foot

The foot used to push off the ground when jumping over the hurdle

Clearance

Successfully going over the hurdle without touching it

Rhythm

The regular pattern of steps when approaching multiple hurdles

Landing

The controlled touch down after clearing the hurdle

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic jumping with two feet from standing position
Running at different speeds with control
Simple obstacle navigation

Current Skills

Combining running and jumping movements
Timing approach to clear obstacles
Identifying dominant take-off foot

Next Steps

Hurdle racing with competitive elements
Advanced hurdle techniques and rhythm
Sprint hurdles with proper technique

Milestone Indicators

Smooth transition from running to jumping

Consistent use of preferred take-off foot

Maintains forward momentum over hurdles

Key Teaching Points

Hurdles are stepped over with running rhythm, not jumped over from standing
Use preferred take-off foot consistently for better control and power
Forward momentum is more important than height when clearing hurdles
Different hurdle spacings require adaptation of stride length
Good technique leads to better performance than speed alone
Partner cooperation and encouragement enhances learning for all
Strategic thinking about lane choice develops athletics understanding

Common Misconceptions

Students think hurdles must be jumped over like high jump - emphasise step-over technique
Belief that faster approach always means better performance - focus on controlled technique
Assumption that all hurdle spacings should be approached the same way - teach adaptation
Idea that both feet must be used for take-off - encourage dominant foot preference
Misconception that stopping before hurdles is safer - explain momentum benefits

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement breaks and feedback

dyspraxia

Larger equipment for easier targeting, reduced speed requirements, extra practice time

autism spectrum

Clear routine and structure, visual schedule of activities, quiet zone available

visual impairment

Use brightly coloured hurdles, verbal descriptions of layout, guide rope for lane direction

hearing impairment

Visual demonstrations, hand signals for timing, written instruction cards

physical disability

Seated version using arm movements, lower hurdles or lines only, wheelchair accessible lanes

Cross-Curricular Links

Maths

Measuring hurdle distances, timing activities, counting jumps and comparing scores

Science

Forces in jumping, momentum and energy transfer, body systems during exercise

Geography

Understanding distances and spatial relationships, mapping hurdle layouts

PSHE

Perseverance when facing challenges, supporting others, personal goal setting

Teacher Guidance

Positioning

Central position allowing observation of all lanes, move to provide individual feedback

Observation Focus

Running approach rhythm, take-off foot consistency, landing control, adaptation to spacing

Intervention Points

Step in if students revert to stop-and-jump technique, address unsafe competitive behaviour

Demonstration Notes

Show clear contrast between correct and incorrect technique, emphasise forward momentum over height

Verbal Cues

•'Run through the hurdle, not over it!'
•'Step over like avoiding a puddle'
•'Keep your rhythm going'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area, clear of obstacles with soft landing surface

Surface Check

Dry, level surface free from hazards, suitable for running and jumping

Equipment Safety

Safety Checks

•Check hurdles are stable and appropriate height
•Ensure cones and markers are visible and secure
•Verify adequate spacing between lanes

Risk Management

Key Risks

•Collisions between students in lanes
•Falls when clearing hurdles
•Equipment displacement during activities

Risk Mitigation

•Clear lane boundaries and adequate spacing
•Progressive skill building from low obstacles
•Emphasis on technique over speed
•Regular equipment checks during activities

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all lanes simultaneously
•Monitor technique to prevent unsafe jumping
•Watch for fatigue affecting form

Emergency Procedures

Stop activity immediately for any injury, assess severity, apply appropriate first aid, contact school procedures if required