Lesson 8 - Officiating and Performing Skills
Whole-Body Technique
•Year 4
•Athletics
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How can we become both skilled performers and fair officials in athletics?
Learning Objectives
- To develop officiating skills including measuring, timing and recording
- To perform athletics skills with improved technique and consistency
- To understand the importance of fair play and accurate measurement in athletics
Key Outcomes
- Students will accurately measure distances from start lines to landing points
- Students will demonstrate improved technique in running, jumping and throwing events
- Students will take turns as officials and performers showing fairness and accuracy
Equipment & Resources Required
One per throwing station for distance throws
Alternative: Medicine balls, bean bags for throwing activities
Placed at measured intervals for each station
Alternative: Markers, chalk lines for distance marking
Stored safely at javelin station with clear throwing area
Alternative: Pool noodles, foam rockets, tennis balls in socks
One per group for recording results
Alternative: Clipboards with attached pens
Central timing device operated by teacher
Alternative: Smartphone timer, countdown app
Resource card placed next to each corresponding station
Alternative: Laminated instruction cards
For groups to record their measurements and times
Alternative: Simple score recording sheets
Key Vocabulary
Acting as a judge or referee to ensure fair play and accurate measurement
The place where an object or performer first touches the ground
Your own best performance or score in a particular event
The specific method or way of performing a skill correctly
A system where groups rotate around different activity stations
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running, jumping and throwing movements
- Understanding of taking turns and working in pairs
- Simple measuring skills using standard units
Current Skills
- Accurate measurement and recording techniques
- Performing athletics events with improved form
- Understanding roles and responsibilities of officials
Next Steps
- Competitive athletics events with formal rules
- Advanced techniques in specific athletics disciplines
- Leadership roles in organising athletics competitions
Milestone Indicators
Key Teaching Points
- Always measure from the start line to the first point where the object or performer lands
- Good officiating requires fairness, accuracy and clear communication
- Athletics technique improves through practice and focus on specific teaching points
- Taking turns as performer and official develops empathy and understanding
- Personal improvement and effort are more important than comparison with others
- Safety awareness is essential during all throwing and running activities
- Cooperation and encouragement help everyone achieve their best performance
Common Misconceptions
- Measuring to where objects stop rather than first landing point
- Thinking officiating is less important than performing
- Believing natural ability is more important than technique and practice
- Focusing only on winning rather than personal improvement
- Assuming all students should achieve the same distances or times
SEN Adaptations
ADHD
- Use clear, specific time boundaries for activities, provide regular movement breaks, give specific roles and responsibilities to maintain focus
dyspraxia
- Break down complex movements into smaller steps, allow additional practice time, provide physical guidance for measuring techniques
autism spectrum
- Provide visual schedule of station rotations, allow additional processing time for instructions, offer quiet space if needed during discussions
visual impairment
- Use brightly coloured cones for better visibility, provide verbal descriptions of distances and measurements, assign sighted partner for safety
hearing impairment
- Use visual signals for start/stop commands, provide written instructions at stations, ensure face-to-face communication during explanations
physical disability
- Adapt throwing techniques for different abilities, modify distances as appropriate, consider seated alternatives for some activities
Cross-Curricular Links
English
Using specific vocabulary related to athletics and measurement, following and giving clear instructions, group discussion skills
Maths
Measuring distances using metres and half-metres, recording and comparing numerical data, timing activities and calculating elapsed time
Science
Understanding forces in throwing and jumping, body systems during exercise, measuring and recording data accurately
PSHE
Working cooperatively in teams, showing respect and fairness when officiating, building resilience through challenging activities
Teacher Guidance
Positioning
Central position allowing clear sight lines to all five carousel stations, rotate between stations during activities
Observation Focus
Watch for safe technique, accurate measuring by officials, and positive group cooperation
Intervention Points
Step in if unsafe technique observed, measuring inaccuracy noted, or negative interactions between students
Demonstration Notes
Use students as demonstration partners when possible, show both correct technique and common errors for comparison
Verbal Cues
- •'Measure from start line to first landing!'
- •'Officials, remember to be fair and accurate!'
- •'Focus on your technique, not just distance!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area minimum 40m x 30m, or full school hall for indoor alternative
Surface Check
Dry, even surface free from hazards, appropriate for running, jumping and throwing
Equipment Safety
Safety Checks
- •Check foam javelins are in good condition with no splits
- •Ensure basketballs are properly inflated
- •Verify cones are not cracked or damaged
Risk Management
Key Risks
- •Collisions during running activities
- •Objects striking participants during throwing events
- •Falls during jumping activities
- •Equipment-related injuries
Risk Mitigation
- •Clear boundaries established for all throwing areas
- •Adequate spacing between groups and activities
- •Students follow start and stop commands immediately
- •Equipment checked before and during use
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all five stations
- •Pay particular attention to throwing activities
- •Monitor running areas for appropriate pacing and collision avoidance
Emergency Procedures
Stop all activities immediately with whistle signal, assess situation, provide appropriate first aid or seek medical support as required