Lesson 1 - Athletics Baseline Testing
Biomechanics & Excellence
•Year 7
•Athletics
•Start Planning Better PE Lessons
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How can we measure our athletic potential and set meaningful targets for improvement?
Learning Objectives
- To perform sprint, jump and throw activities with efficient technique
- To establish accurate baseline performance data across athletic disciplines
- To develop peer coaching and measurement skills through rotation roles
Key Outcomes
- Students will complete baseline testing in three athletic disciplines with recorded data
- Students will understand correct technique for chest push, standing broad jump and sprinting
- Students will accurately measure and record performance data for peers
- Students will identify areas for improvement and set personal targets
Equipment & Resources Required
Charged and positioned at each station for technique recording
Alternative: Standard camera or smartphone with slow-motion capability
Stored at throwing station, checked for proper inflation
Alternative: Medicine balls (2-3kg), shot puts (if available)
One per station, secured at zero point with cone
Alternative: Trundle wheel, pre-marked ground distances
Used for marking sprint lanes, throw zones, jump take-off lines
Alternative: Markers, chalk lines
Distributed to timing students, pre-tested for accuracy
Alternative: Smartphone timer apps
On clipboards at each station with pencils attached
Alternative: Digital recording via Google Forms/tablets
One per group with data sheets and pencils
Alternative: Hard backing boards
One per station for starting signals
Alternative: Voice commands, hand signals
Key Vocabulary
Running at maximum speed over a short distance with explosive power
An individual's best recorded performance in a specific athletic event
The specific way of performing a skill with maximum efficiency and safety
The ability to generate maximum force in minimum time
A throwing technique starting from the chest, used in shot putt style throws
A jump for distance from a standing position using arm swing and leg drive
Initial measurements taken to track progress and improvement over time
The combination of strength and speed to generate force quickly
Moving force efficiently through the body from legs through core to arms
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique from primary school
- Experience with throwing and catching activities
- Understanding of fair testing and measurement
- Ability to work cooperatively in small groups
Current Skills
- Sprint technique with explosive start and acceleration
- Standing broad jump with coordinated arm swing and landing
- Chest push technique with shot putt style release
- Accurate measurement and timing skills
- Peer coaching and observational analysis
Next Steps
- Refining sprint technique with starting blocks
- Developing advanced throwing techniques with proper implements
- Progressive jump training with run-up approaches
- Understanding periodisation and training principles
Milestone Indicators
Key Teaching Points
- Baseline testing is about establishing starting point for personal improvement, not comparing to others - emphasise this repeatedly
- Three roles (performer, measurer/timer, coach) develop diverse skills beyond just physical performance - all roles are valuable
- Quality technique should always take priority over maximum speed/distance - technique first, intensity second
- Adequate rest between maximal efforts is essential for safety, technique quality, and valid data - minimum 2 minutes
- Specific, constructive coaching feedback is more valuable than generic praise - teach students what to look for
- Safe landing technique with bent knees is non-negotiable - intervene immediately if straight-leg landings observed
- Data accuracy is crucial for valid progress tracking - teach measurement skills explicitly and check regularly
Common Misconceptions
- MISCONCEPTION: 'Baseline testing is about proving who's the best.' CORRECTION: Baseline testing establishes YOUR starting point to measure YOUR improvement. Everyone starts at a different level, and that's completely normal and fine. What matters is that you improve from your starting point.
- MISCONCEPTION: 'Throwing power comes mainly from your arm.' CORRECTION: The most powerful throws use legs, core, and arms in sequence - transfer of power from ground up. Arm-only throws are much weaker.
- MISCONCEPTION: 'The best score is what matters, so rush through to get more attempts.' CORRECTION: Quality technique matters most. Three carefully executed attempts with rest between give more valid data than rushed attempts with poor technique.
- MISCONCEPTION: 'Coaching role is less important than performing.' CORRECTION: Coaching develops observation, analysis, and communication skills that are just as valuable as physical performance. Great coaches help athletes improve.
- MISCONCEPTION: 'You should measure to where the ball stops rolling in throwing.' CORRECTION: Always measure to where the ball FIRST landed, not where it rolled to, for accurate distance measurement.
- MISCONCEPTION: 'If I'm not naturally good at athletics, there's no point trying hard.' CORRECTION: Athletics is about personal improvement. The biggest improvements often come from those who start further from their potential. Your effort and focus on technique will lead to significant progress.
SEN Adaptations
ADHD
- Break activities into short, clear segments with frequent role changes maintaining engagement; provide regular specific feedback and positive reinforcement; position near teacher during instructions; allow movement breaks between stations if needed; use timer/visual timer to show activity duration; clear, simple instructions one step at a time; celebrate effort and focus as well as performance; provide fidget equipment during peer discussions if helpful
dyspraxia
- Provide additional demonstration and practice time before testing; break down techniques into smaller sequential steps; use larger, softer equipment for throwing (larger basketball or lighter ball); allow extra attempts if coordination difficulty affecting performance; provide hand-over-hand guidance if appropriate; focus on participation and improvement not absolute performance; give more time at each station; celebrate effort and perseverance; consider visual technique cards to follow
autism spectrum
- Provide visual schedule showing exact rotation timing and station order; give clear countdown warnings before transitions (5 minutes, 2 minutes, 1 minute); minimise waiting time through tight organisation; provide noise-reducing headphones if whistle or environment overstimulating; establish predictable routines for each station; offer alternative quiet space if sensory overload occurs; use visual coaching cards with pictures showing technique; pair with understanding peer for social support
visual impairment
- Use brightly coloured cones and equipment for better visibility; provide verbal descriptions of all demonstrations; pair with sighted buddy for movement around stations; use tactile markers for take-off lines and throwing zones; provide one-on-one technique guidance with hand-over-hand support if appropriate; ensure clear verbal signals for start of sprints; consider using sound-generating ball for throwing activities
hearing impairment
- Ensure student can clearly see teacher during all demonstrations and instructions; use visual signals for starting sprints (flag drop or light); provide written instructions at each station on laminated cards; position at front during whole-class teaching; pair with supportive peer who can use basic sign language if known; use exaggerated gestures to communicate coaching points; ensure whistle is supplemented with visual signal
physical disability
- Modify distances based on mobility: 50m sprint or wheelchair sprint timing; seated chest push from wheelchair or supported standing position; modified jump activity such as single-leg hop or wheelchair racing start for explosive power; focus on personal improvement not absolute performance; ensure wheelchair-accessible routes between stations; celebrate effort and technique over distance/speed outcomes
Cross-Curricular Links
English
Technical vocabulary acquisition and usage; verbal communication during coaching roles; listening skills when receiving feedback; descriptive language when analysing technique
Maths
Data collection and recording; identifying maximum values from data sets; calculating differences between attempts; measurement skills using metres and seconds; understanding decimal places; averaging performance data; percentage improvements; graphing performance data over unit duration
Science
Forces and motion in sprinting (acceleration, momentum); projectile motion in throwing (angles, trajectory, gravity); power and energy transfer in jumping; muscle groups and their functions (quadriceps, hamstrings, core); cardiovascular response to exercise (heart rate, breathing rate); biomechanics of efficient movement; Newton's laws of motion applied to athletics
Geography
Olympic host cities and global athletics events; measuring distances using standard units; understanding scale; spatial awareness during activities; navigation through rotations
PSHE
Resilience when performance doesn't meet expectations; growth mindset - focusing on improvement not current ability; teamwork and peer support during testing roles; respecting diversity of abilities; managing emotions during challenging physical tasks; goal-setting for personal development; understanding that everyone has different strengths
Teacher Guidance
Positioning
Position centrally between three stations for maximum visibility; prioritise direct supervision of throwing station (highest risk) and jumping station; circulate every 2-3 minutes to observe technique quality and peer interactions at each station; avoid standing in zones where students are moving at speed
Observation Focus
Watch for: 1) Safe techniques especially landing mechanics during jumping and release point during throwing, 2) Adequate rest periods between maximal efforts, 3) Accurate measurement and timing practices, 4) Quality of peer coaching and feedback, 5) Any students struggling physically or emotionally, 6) Maintenance of testing quality throughout lesson despite fatigue
Intervention Points
Intervene immediately if: unsafe technique observed (especially straight-leg landings or entry into throwing zone), inadequate rest causing technique deterioration, peer feedback becoming negative/comparative, students not fully engaged in roles, data recording inaccurate or incomplete, any sign of injury or distress, equipment being used unsafely
Demonstration Notes
Demonstrate: All techniques multiple times during introduction phase, using exaggerated movements to emphasise key points; perform slow-motion versions followed by full-speed versions; use volunteer students to demonstrate where appropriate to show technique is achievable; when demonstrating incorrect technique for comparison, make it clearly obvious this is wrong; use positive enthusiastic tone to build engagement and confidence; relate demonstrations to professional athletes where possible to inspire
Verbal Cues
- •'Sprint THROUGH the line not TO the line!'
- •'Power comes from legs first, then core, then arms!'
- •'Land like a cat - soft knees absorbing the impact!'
- •'Coaches - give specific feedback, not just good job!'
- •'Compare to yourself, not to others - it's YOUR improvement that matters!'
- •'Technique first, speed second - quality not just effort!'
- •'Wait for the clear signal before entering the throwing zone!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor athletics track/field area OR sports hall minimum 30m x 20m; three distinct stations must not interfere with each other (sprint lanes, throwing zone, jumping area all with adequate buffer zones)
Surface Check
Dry, even surface essential; check for standing water, wet patches, uneven ground, holes, or debris before lesson; athletics track ideal; grass field acceptable if dry and flat; sports hall floor must be clean and dry
Equipment Safety
Safety Checks
- •Basketballs checked for correct inflation (not over-inflated which causes bouncing into other areas)
- •Measuring tapes secured at zero point and wound up safely after use (trip hazard if trailing)
- •Cones checked for cracks or sharp edges that could cause injury
- •iPads in protective cases and positioned securely where they won't be knocked or stepped on
- •Stopwatches tested for functionality before lesson
- •Clipboards with no sharp edges or splinters
Risk Management
Key Risks
- •Collision during sprinting if lanes not clearly marked or students not waiting for clear track
- •Ball strikes during throwing if students enter throwing zone during activity
- •Ankle/knee injury during landing if jumping technique poor (straight legs) or landing surface unsuitable
- •Muscle strains if warm-up insufficient or maximal efforts performed when cold
- •Fatigue-related injuries in final station rotation if rest periods inadequate
- •Slips and falls if surface wet or inappropriate footwear worn
Risk Mitigation
- •Clear boundaries established with cones at all three stations before lesson begins
- •Designated throwing zone with no-entry areas clearly marked and communicated
- •Safe landing technique explicitly taught and monitored throughout jumping activities
- •Comprehensive 10-minute dynamic warm-up mandatory before any maximal efforts
- •Adequate rest periods enforced between attempts (minimum 2 minutes between maximal efforts)
- •Surface checked for hazards; alternative indoor venue used if outdoor area unsuitable
- •Proper footwear checked during register - no bare feet, no fashion trainers, must have grip
- •Teacher positioned to supervise all three stations through strategic circulation
- •Students taught never to enter throwing zone or landing area when activity in progress
- •Progressive intensity - no maximal efforts until warm-up complete and technique established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility - central location where all three stations observable
- •Prioritise monitoring throwing station (highest risk) followed by jumping station
- •Circulate strategically every 2-3 minutes to directly observe each station
- •Monitor high-activity areas and fatigue levels especially during final rotation
- •Ensure adequate spacing maintained between groups at all times
- •Watch for any students showing signs of distress, injury or concerning technique
Emergency Procedures
STOP signal: One long whistle blast - all activity ceases immediately. Assess situation: if injury, send responsible student to get first aid kit/additional adult while you attend to injured student. For minor injuries: apply first aid as trained, complete accident form, inform parents. For major injuries: send for first aider/call 999, keep student still and calm, clear area of other students, maintain supervision of whole class. All students know to sit down and be silent on STOP signal. Accident forms completed same day for all incidents. Parents informed of any injury requiring first aid.