Lesson 6 - Athletics Comp & Review
Biomechanics in Athletics
•Year 4
•Athletics
•Start Planning Better PE Lessons
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How can we use feedback and evaluation to improve our athletic performance?
Learning Objectives
- Work collaboratively in teams to apply running, jumping and throwing skills in competitive situations
- Challenge themselves to improve personal scores using appropriate techniques and measurement
- Evaluate performances and provide constructive feedback to enhance athletic skills
Key Outcomes
- Students will demonstrate improved athletic techniques through competitive activities
- Students will accurately measure and record athletic performances
- Students will provide meaningful feedback to teammates and use it to enhance their own performance
Equipment & Resources Required
Spread randomly around warm-up area, ensure safe spacing
Alternative: Markers, hoops, or spot markers
Ensure students are trained in stopwatch operation before lesson
Alternative: Mobile phone timer apps, large wall clock with second hand
Check tapes are in good condition and show clear markings
Alternative: Trundle wheels, measuring sticks for shorter distances
Provide objects of different weights for differentiation
Alternative: Tennis balls, cricket balls, foam javelins, bean bags
Ensure batons are safe and appropriate size for Year 4 hands
Alternative: Foam tubes, wooden sticks, or tennis ball alternatives
Mark all station boundaries, start/finish lines, and safety zones
Alternative: Markers, chalk lines, rope boundaries
Include team names, event columns, and space for two attempts
Alternative: Clipboards with paper, tablet/device recording
Key Vocabulary
Gradually increasing speed from the start of a sprint
A throwing technique using a pendulum motion to generate power
The approach run before jumping to build momentum
The safe passing of the relay baton between team members
An individual's best recorded performance in an athletic event
The specific way of performing an athletic skill for maximum effectiveness
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students understand basic running, jumping and throwing techniques
- Students can work safely in athletic activities
- Students know how to measure distances and record times
Current Skills
- Applying athletic skills in competitive situations
- Using feedback to improve performance
- Working collaboratively in team competitions
Next Steps
- Participating in inter-school athletic competitions
- Taking leadership roles in athletic events
- Setting personal athletic goals and training plans
Milestone Indicators
Key Teaching Points
- Athletic competitions are opportunities to apply learned skills under pressure while supporting teammates
- Accurate measurement and recording are essential life skills that transfer beyond PE
- Feedback and evaluation drive improvement more effectively than natural ability alone
- Personal improvement and effort deserve celebration regardless of absolute performance levels
- Technical skills must be maintained even under competitive pressure
- Teamwork and sportsmanship are as important as individual athletic achievement
- Self-assessment and peer coaching develop leadership and communication skills
Common Misconceptions
- That competition is only about winning rather than improving - emphasise personal bests and team effort
- That athletic ability is fixed rather than developed through practice and feedback - show examples of improvement
- That measurement doesn't need to be accurate in PE - reinforce importance of fair and precise recording
- That helping others might disadvantage your own team - celebrate examples of good sportsmanship
- That some students are 'naturally' better at athletics - emphasise skill development and technique over natural ability
SEN Adaptations
ADHD
- Clearly defined boundaries at each station, regular movement between activities, specific roles within teams, frequent positive feedback and recognition
dyspraxia
- Simplified movement patterns, extra practice time with techniques, peer support for measurement activities, focus on personal improvement rather than comparison
autism spectrum
- Clear visual schedule of station rotations, consistent routines at each station, quiet zones available for breaks, advance warning of transitions
visual impairment
- Use bright coloured equipment and markers, clear verbal descriptions of all activities, buddy system for measurement, tactile markers for boundaries
hearing impairment
- Visual signals for start/stop/rotate, written instruction cards at stations, clear demonstration of all techniques, ensure face-to-face communication
physical disability
- Modified distances for all events, alternative throwing implements, seated throwing options, alternative timing roles in relay events
Cross-Curricular Links
English
Using specific athletic vocabulary, giving constructive feedback, articulating improvement strategies, discussing technique with peers
Maths
Measuring distances accurately, timing events, calculating improvements, comparing data between attempts, recording and analysing team scores
Science
Understanding forces in throwing techniques, acceleration and momentum in running, trajectory and distance relationships
PSHE
Teamwork and collaboration, dealing with competitive pressure, supporting others, accepting feedback positively, celebrating diverse achievements
Teacher Guidance
Positioning
Central position allowing visibility of all four stations; rotate to provide specific feedback at each station
Observation Focus
Technical application under competitive pressure; quality of peer coaching; safety compliance; improvement between attempts
Intervention Points
Step in for safety issues immediately; provide technique reminders during second rotation; support struggling teams with evaluation process
Demonstration Notes
Use clear, exaggerated movements for measurement techniques; demonstrate competitive but supportive attitudes; show enthusiasm for improvement over absolute performance
Verbal Cues
- •'Build your speed gradually!'
- •'Measure from the heel!'
- •'Check it's clear before throwing!'
- •'Coach your teammates!'
- •'Apply your feedback!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area minimum 60m x 40m or large sports hall with multiple activity zones
Surface Check
Firm, even surface checked for holes, debris or hazards; dry conditions essential for throwing activities
Equipment Safety
Safety Checks
- •All measuring tapes retract properly and show clear markings
- •Throwing objects checked for cracks or damage before use
- •Stopwatches in working order with clear displays
- •Relay batons appropriate size for Year 4 hands, no splinters or sharp edges
Risk Management
Key Risks
- •Collisions during sprint activities
- •Throwing objects hitting students in unsafe areas
- •Falls during long jump activities
- •Baton drops or poor exchanges during relay
Risk Mitigation
- •Clear boundaries and safety zones established around all activities
- •Designated throwing areas with safety marshalls
- •Proper landing areas prepared for jumping activities
- •Safety briefings before each station activity
- •Adequate spacing between concurrent activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all four stations simultaneously
- •Pay particular attention to throwing station safety
- •Monitor measurement activities for safe equipment handling
- •Ensure adult/responsible student present at each station
Emergency Procedures
Stop all activities immediately on whistle signal; clear emergency access routes; appropriate first aid available for sports injuries