Lesson 3 - Approaching Hurdles
Movement Mastery
•Year 3
•Athletics
•Start Planning Better PE Lessons
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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
Various heights (20-30cm) arranged in lanes
Alternative: Skipping ropes laid on cones, pool noodles on cones
Mark starting points and lane boundaries
Alternative: Cones, spots, chalk lines
For setting consistent hurdle spacing
Alternative: Pre-marked distances on playground
For timing jumping activities
Alternative: Smartphone timer, countdown apps
Key Vocabulary
The running movement towards the hurdle before jumping
The foot used to push off the ground when jumping over the hurdle
Successfully going over the hurdle without touching it
The regular pattern of steps when approaching multiple hurdles
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
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