Lesson 6 - Athletics Competition & Scoring
Movement Mastery
•Year 3
•Athletics
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How can we work together as a team to achieve our best performance whilst accurately recording our progress?
Learning Objectives
- Participate effectively in running, throwing and jumping activities
- Work collaboratively as a team to accurately score points across multiple athletics events
- Identify and implement strategies to improve individual and team performance
Key Outcomes
- Students will demonstrate competence in multiple athletics disciplines
- Teams will successfully maintain accurate scoring systems throughout the competition
- Students will suggest and implement specific improvements to enhance performance
Equipment & Resources Required
Used to mark shuttle run distances and station boundaries
Alternative: Markers, spots, or chalk lines
Set at appropriate height for Year 3 - approximately 30cm
Alternative: Pool noodles on cones, rope barriers, chalk lines to step over
Ensure all throwing implements are soft and safe for children
Alternative: Bean bags, soft balls, pool noodles
Various sizes for different difficulty levels
Alternative: Chalk circles, rope circles, cones in square formation
Must be sturdy enough for outdoor writing
Alternative: Hard books, folders, or tablets
Attach to clipboards with string to prevent loss
Alternative: Pens, markers, or digital devices
Include team name space and tally boxes for each station
Alternative: Blank paper with station names written
For timing jumping activities and station rotations
Alternative: Phone timers, class timer visible to all
Key Vocabulary
Track and field sports involving running, jumping, and throwing
Running back and forth between two points as quickly as possible
Barriers to jump over while running at speed
Throwing an object accurately at a specific target or area
Your own best performance in a particular activity
Fair play, respect for opponents, and gracious winning or losing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running, jumping and throwing movements from previous athletics lessons
- Understanding of javelin throwing technique from lesson 4
- Experience working in small groups for PE activities
- Basic counting and recording skills from previous lessons
Current Skills
- Competitive athletics performance under pressure
- Team collaboration and communication during competition
- Accurate score recording and mathematical calculation
- Performance analysis and improvement strategies
Next Steps
- Inter-school athletics competitions
- Advanced athletics techniques and personal best tracking
- Leadership roles in organising athletics events
- Sports Day preparation and event management
Milestone Indicators
Key Teaching Points
- Emphasise technique development over pure speed or distance in all athletics activities
- Model and expect excellent sportsmanship throughout the competitive format
- Ensure accurate mathematical recording becomes part of the team challenge
- Use the competition format to build teamwork rather than individual comparison
- Connect athletics techniques to previous lessons and real athletic performance
- Celebrate improvement between rounds as much as final results
- Maintain high energy while ensuring safety remains the top priority
Common Misconceptions
- Thinking that hurdles should be jumped over rather than stepped over efficiently
- Believing that throwing harder always results in better accuracy
- Assuming that speed is more important than technique in all athletics activities
- Thinking that winning is more important than improvement and effort
- Believing that athletics is only about individual performance rather than team support
- Assuming that scoring systems are too complex for Year 3 students to manage independently
SEN Adaptations
ADHD
- Shorter station times, clear role assignments within teams, frequent positive feedback, movement breaks built into activity
dyspraxia
- Larger targets for throwing, simplified jumping activities, buddy support for scoring, extra practice time if needed
autism spectrum
- Clear routine for rotations, visual schedule of stations, quiet space available if needed, predictable timing and structure
visual impairment
- Use brightly coloured equipment, verbal descriptions of all activities, buddy system for guidance, tactile markers for boundaries
hearing impairment
- Visual demonstrations of all techniques, written scoresheet instructions, hand signals for rotations, visual timers
physical disability
- Modified distances for running, seated throwing versions, alternative jumping activities, adapted scoring systems
Cross-Curricular Links
English
Team communication, explaining rules to teammates, reading scoresheet instructions, using athletics vocabulary
Science
Understanding forces in throwing, momentum in running, energy and movement in athletics
PSHE
Teamwork, sportsmanship, dealing with competition results, supporting others, building resilience
Teacher Guidance
Positioning
Central position with ability to observe all stations, rotating to provide specific guidance
Observation Focus
Watch for proper athletics technique, safe equipment use, accurate score recording, and positive team dynamics
Intervention Points
Step in if technique becomes unsafe, scores are being recorded incorrectly, or team dynamics become negative
Demonstration Notes
Show proper athletics techniques clearly, model positive team communication, demonstrate accurate scoring methods
Verbal Cues
- •'Pump those arms for speed!'
- •'Step over the hurdle, don't jump!'
- •'Aim carefully at the target!'
- •'Encourage your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area minimum 40m x 30m, or large sports hall with high ceiling
Surface Check
Dry, even surface free from obstacles, adequate grip for running activities
Equipment Safety
Safety Checks
- •Check hurdles are stable and appropriate height for Year 3
- •Ensure all throwing implements are soft and safe
- •Verify targets are securely positioned and visible
- •Confirm cones are not cracked or have sharp edges
Risk Management
Key Risks
- •Collisions during shuttle runs and hurdle activities
- •Trips and falls during jumping activities
- •Throwing implement strikes to students or equipment
- •Overexertion during competitive activities
Risk Mitigation
- •Clear boundaries established at all stations with adequate safety zones
- •Throwing activities positioned away from other stations
- •Progressive skill building with technique emphasis before speed
- •Regular rest periods and hydration breaks during competition
- •Teacher positioned to observe all stations simultaneously
Supervision & Emergency Procedures
Supervision Points
- •Position centrally to maintain visual contact with all five stations
- •Rotate actively to provide close supervision of throwing activities
- •Monitor for signs of fatigue and overexertion in competitive environment
- •Ensure clear communication between teacher and teams during rotations
Emergency Procedures
Stop all activities immediately with clear signal, assess situation, provide appropriate first aid, ensure other students remain safely positioned