Lesson 6 - Throwing for Distance and Accuracy
Speed, Power & Fair Play
•Year 3
•Athletics
•Start Planning Better PE Lessons
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How can we use our whole body to throw powerfully and accurately?
Learning Objectives
- To develop throwing for distance using correct technique
- To improve accuracy in throwing through consistent practice
- To understand weight transfer and power generation in throwing
Key Outcomes
- Students will demonstrate step-forward technique when throwing
- Students will transfer weight from back to front foot during throws
- Students will show improved distance and accuracy in throwing activities
Equipment & Resources Required
Distributed around activity areas, ensure proper inflation
Alternative: Footballs, medicine balls (lighter weight), large playground balls
Different colours for distance markers (3m, 5m, 7m zones)
Alternative: Markers, skittles, bean bags as markers
Various sizes available, placed at different distances for progression
Alternative: Targets drawn on wall, bucket targets, marked circles on ground
Key Vocabulary
A two-handed throwing technique where the ball is pushed from the chest using both hands
Moving body weight from back foot to front foot to generate power
Continuing the throwing motion after releasing the ball to ensure full power
Using the whole body to create force for throwing distance
The ability to throw the ball to hit a specific target consistently
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and control
- Understanding of personal space
- Simple underarm throwing motions
Current Skills
- Two-handed chest push technique
- Weight transfer for power generation
- Throwing for accuracy at targets
Next Steps
- One-handed throwing techniques
- Throwing with different sized implements
- Shot put preparation activities
Milestone Indicators
Key Teaching Points
- Weight transfer from back foot to front foot is crucial for power generation
- Step forward simultaneously with the push, not before or after
- Follow-through with arms and fingers pointing towards target improves accuracy
- Chest position provides stability and control for consistent technique
- Competition should emphasise respect, encouragement and personal improvement
- Safety signals must be absolutely adhered to during throwing activities
- Progressive challenges build confidence while maintaining technique focus
Common Misconceptions
- Thinking arm strength alone creates throwing power - emphasise whole body involvement
- Believing faster throwing automatically means further throwing - focus on technique over speed
- Assuming bigger steps forward are always better - teach controlled, balanced stepping
- Thinking throwing hard reduces accuracy - demonstrate how good technique improves both
- Believing competition means individual success only - emphasise team encouragement and sportsmanship
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries marked, frequent positive feedback for focus
dyspraxia
- Larger, lighter equipment, additional practice time, broken-down technique steps with individual support
autism spectrum
- Clear sequence charts for technique, consistent routine structure, quiet reflection space available
visual impairment
- Use bright coloured balls and targets, provide verbal descriptions of distances, assign sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for throw/collect commands, written technique reminders displayed
physical disability
- Seated throwing version available, lighter balls provided, modified distances based on ability
Cross-Curricular Links
Maths
Measuring throwing distances, counting consecutive passes, calculating improvements in metres
Science
Forces and motion, understanding how weight transfer creates power, studying trajectory and gravity effects
Geography
Using directional language for throwing aims, mapping throwing distances, understanding scale and measurement
PSHE
Teamwork and cooperation, managing competition emotions, celebrating others' success and dealing with personal disappointment
Teacher Guidance
Positioning
Move between groups during practice, central position for demonstrations, corner position for maximum visibility during competitions
Observation Focus
Watch for correct weight transfer, stepping action, and follow-through consistency
Intervention Points
Step in when students struggle with weight transfer concept, when safety protocols not followed, or when poor sportsmanship observed
Demonstration Notes
Demonstrate technique in slow motion for clarity, exaggerate weight transfer for visibility, show both correct and common incorrect forms for comparison
Verbal Cues
- •'Step and push together!'
- •'Feel your weight move forward!'
- •'Point where you want it to go!'
- •'Chest, step, follow through!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor space, clear of obstacles and boundaries
Surface Check
Level surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Basketballs properly inflated and checked for damage
- •Cones have no sharp edges or cracks
- •Hoops inspected for stability and safety
Risk Management
Key Risks
- •Ball strikes to head or body
- •Collisions during collection phases
- •Slips and falls on outdoor surface
Risk Mitigation
- •Clear throwing and collection commands enforced
- •Adequate spacing between groups maintained throughout
- •Progressive skill building prevents overexertion
- •No throwing until teacher signal given
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all throwing areas
- •Monitor high-activity collection phases closely
- •Check for fatigue affecting coordination
Emergency Procedures
Stop signal practiced, immediate assessment of any injuries, appropriate first aid response available