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Lesson 6 - Athletics Comp & Review

Biomechanics in Athletics

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Year 4

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Athletics

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Big Question

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

Balls

30 (1 per student)

Spread randomly around warm-up area, ensure safe spacing

Alternative: Markers, hoops, or spot markers

Stopwatch

4 (1 per station)

Ensure students are trained in stopwatch operation before lesson

Alternative: Mobile phone timer apps, large wall clock with second hand

Measuring Tapes

4 (50m minimum)

Check tapes are in good condition and show clear markings

Alternative: Trundle wheels, measuring sticks for shorter distances

Throwing Objects

8-12

Provide objects of different weights for differentiation

Alternative: Tennis balls, cricket balls, foam javelins, bean bags

Relay Baton

Ensure batons are safe and appropriate size for Year 4 hands

Alternative: Foam tubes, wooden sticks, or tennis ball alternatives

Cones

Mark all station boundaries, start/finish lines, and safety zones

Alternative: Markers, chalk lines, rope boundaries

Score Sheets

4 (1 per team)

Include team names, event columns, and space for two attempts

Alternative: Clipboards with paper, tablet/device recording

Key Vocabulary

Acceleration

Gradually increasing speed from the start of a sprint

Sling throw

A throwing technique using a pendulum motion to generate power

Run-up

The approach run before jumping to build momentum

Baton exchange

The safe passing of the relay baton between team members

Personal best

An individual's best recorded performance in an athletic event

Technique

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

Consistent improvement in personal scores across stations

Quality of feedback given to teammates

Technical accuracy under competitive pressure

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