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Lesson 6 - Discus Throw Techniques

Biomechanics & Excellence

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Year 7

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Athletics

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Big Question

How can we use rotation and biomechanics to launch an object further and more accurately?

Learning Objectives

To rotate around the length axis from low to high position
To release the discus at the highest point using index finger technique
To develop proper discus technique including grip, stance, weight transfer, and rotation

Key Outcomes

Students will perform a heel-toe stance with correct alignment and demonstrate low-to-high rotation
Students will execute controlled discus releases with proper index finger technique
Students will analyse and improve technique through peer coaching and video feedback

Equipment & Resources Required

Quoits

1 per student (30)

Distributed at throwing squares for progression work

Alternative: Rubber rings, frisbees for initial practice

Discus (various weights)

15-20 (1 per pair)

Use 0.75kg for Year 7, ensure age-appropriate weights

Alternative: Rubber training discus for beginners, lightweight foam discus

Javelins

15 (1 per pair)

Placed safely at side of area for warm-up and rotation drills

Alternative: Wooden dowels, training javelins for shoulder warm-up

Cones

Mark throwing squares (2.5m x 2.5m), landing zones, and directional throwing areas

Alternative: Spot markers, chalk lines

Measuring Tapes

4-6

Positioned at each throwing station for distance recording

Alternative: Trundle wheels, pre-marked distance lines

Tablets

6-8 (1 per group)

Loaded with Slo-Pro app or slow-motion video capability, charged and ready

Alternative: Smartphones with slow-motion capability, video cameras

Score Sheets

8 (1 per group)

Prepared with student names and distance recording columns

Alternative: Digital recording on tablets, clipboards with paper

Key Vocabulary

Index Finger Release

The final contact point where the discus leaves the hand, rolling off the index finger to create spin

Length Axis Rotation

Rotation around the long axis of the body from a low crouched position to high extended position

Low to High

The throwing path that starts from a low, coiled position and releases at the highest point of extension

Torque

The twisting force generated through the core and hips that powers the discus throw

Acceleration

The progressive increase in speed of the discus from start of rotation through to release

Heel-Toe Stance

Foot alignment where the heel of the back foot aligns with the toes of the front foot for optimal rotation

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing mechanics from previous athletics lessons
Understanding of body rotation and weight transfer
Safe handling and throwing of athletics implements
Awareness of throwing area boundaries and safety protocols

Current Skills

Heel-toe stance alignment for optimal power transfer
Length axis rotation from low to high position
Index finger release technique for discus spin
Progressive acceleration through the throw
Core engagement and hip drive for torque generation

Next Steps

Full rotational discus technique with 360-degree turn
Advanced release angles for optimal flight path
Competition-standard throwing from regulation circles
Integration of rhythm and timing in complete throwing sequence

Milestone Indicators

Consistent heel-toe alignment with balance throughout throw

Visible low-to-high rotation with shoulders rising through release

Discus spinning clockwise (for right-handers) off the index finger

Measurable distance improvement when proper technique applied

Ability to self-correct using video analysis feedback

Key Teaching Points

Heel-toe stance alignment is the foundation - ensure back heel aligns with front toes for optimal rotational power and balance
Low-to-high rotation pattern maximises throwing distance - start with deep knee bend and release at highest extension point
Index finger is the final contact point - discus should roll across palm and off extended index finger creating clockwise spin (for right-handers)
Torque generation through hip drive - hips rotate forward while shoulders remain back, creating core tension before explosive release
Progressive acceleration - discus speed builds gradually from start of rotation through release, not rushed
Safety protocols are non-negotiable - only designated thrower in area, retrievers always behind throwing line, clear communication before throws
Peer coaching develops deeper understanding - teaching others consolidates own technical knowledge and builds supportive learning community

Common Misconceptions

Misconception: 'Throwing hard means better distance' - Reality: Proper technique with progressive acceleration produces greater distance than pure strength. Correct by emphasising smooth rotation and timing over forced power.
Misconception: 'Release point doesn't matter much' - Reality: Releasing at the highest point (above head height) significantly affects trajectory and distance. Correct by video analysis showing release point comparisons.
Misconception: 'Index finger release is the same as normal throwing' - Reality: Index finger release creates essential discus spin for stable flight. Correct through rolling drills that isolate and develop this specific skill.
Misconception: 'Heel-toe stance is just about foot position' - Reality: This stance enables rotational power transfer through the kinetic chain from ground to release. Correct by demonstrating power difference between different stances.
Misconception: 'The arm does all the work in throwing' - Reality: Power comes from ground, through legs and hips, transferred via core rotation, with arm as final link. Correct by kinetic chain demonstrations and javelin rotation drills.
Misconception: 'Good throwers are just naturally talented' - Reality: Discus technique is learned through progressive skill development and practice. Correct by celebrating technique improvements and showing Olympic training footage of skill acquisition.

SEN Adaptations

ADHD

Break activities into short, focused segments with clear start and end points. Use frequent active participation rather than long demonstrations or discussions. Provide regular specific feedback to maintain focus and motivation. Allow movement breaks between throwing attempts. Give clear roles and responsibilities in group work to channel energy positively. Use visual timers to show activity durations. Celebrate small successes frequently to maintain engagement. Position near teacher during instruction phases. Provide fidget tools during video watching or discussion times if helpful. Clear, boundaried spaces help with focus.

dyspraxia

Use larger, easier-to-grip training discus or foam alternatives. Simplify stance to more stable, wider foot position if balance challenged. Break down throwing sequence into smaller component parts, mastering each before combining. Use visual cue cards showing body positions for reference. Provide additional practice time on basic elements before progressing. Celebrate effort and approximate success, not just perfect technique. Use consistent spatial markers (cones, tape) for foot placement to reduce planning demands. Pair with patient, supportive peer. Reduce speed of rotations if coordination challenged. Focus on one technical element per throw rather than all simultaneously.

autism spectrum

Provide visual schedule showing lesson sequence and timings for predictability. Give advance warning of activity transitions using visual timer. Clearly mark throwing areas and boundaries with high-visibility cones and lines. Use consistent language and instructions throughout. Reduce sensory overload by allowing use of ear defenders if noise levels overwhelming. Provide quiet space option if break needed from group activities. Use social stories to explain peer coaching and feedback processes before lesson. Pair with familiar, supportive peer. Allow additional processing time for instructions. Provide clear, concrete success criteria visual checklist.

visual impairment

Use brightly coloured discus and equipment for maximum contrast. Provide verbal descriptions of all demonstrations with detailed spatial information. Use tactile markers (textured tape) for foot position guidance in heel-toe stance. Pair with sighted buddy for spatial awareness support during throwing activities. Provide close-up demonstrations of hand positions and releases. Use audible cues for timing rotations. Ensure clear verbal communication before any throwing. Consider using bells or rattles attached to equipment for auditory tracking.

hearing impairment

Ensure student can see teacher's face clearly during all instructions for lip-reading. Use visual demonstration for every verbal instruction given. Provide written instruction cards or visual sequence charts showing technique steps. Use clear hand signals for freeze/stop commands that whole class understands. Position student at front during video analysis for clear screen view. Ensure understanding through thumbs up/down or other visual checking. Pair with buddy who can relay important verbal information. Use visual timer for activity durations.

physical disability

Adapt throwing to seated position in wheelchair or chair if needed - focus on upper body rotation and arm technique. Use lighter foam discus or alternative implements (bean bags, soft balls) that are easier to grip and control. Reduce throwing distance expectations, focusing on technique quality over distance. Modify heel-toe stance to stable seated or supported standing position appropriate to individual. Allow use of ramps or adapted throwing frames if available. Provide additional rest periods between throws. Focus assessment on individual progress rather than comparison to peers. Celebrate effort and technique improvement at any level.

Cross-Curricular Links

Maths

Measuring distances using metric system (metres and centimeters). Recording and analysing data on distance charts. Calculating averages across three throws. Understanding angles of release and trajectory. Comparing and ordering distances achieved by different students. Using decimal places for precise measurement recording.

Science

Forces - centripetal and centrifugal forces during rotation. Newton's laws of motion applied to discus flight. Energy transfer from kinetic energy of rotation to kinetic energy of discus. Air resistance affecting flight path and distance. Lever systems in the arm during throwing. Muscle groups used in rotation (core, shoulders, legs). Effects of exercise on cardiovascular and muscular systems.

Geography

Cardinal directions (north, south, east, west) used in throwing square activities. Spatial awareness and positional language (behind, in front, to the side). Understanding of throwing field layout similar to map reading. Distance concepts and scale.

Literacy

Technical vocabulary acquisition and usage (torque, acceleration, length axis rotation). Verbal communication of coaching feedback with clarity. Listening skills during instruction and peer coaching. Reading data sheets and assessment criteria.

PSHE

Teamwork and cooperation during partner and group activities. Giving and receiving constructive feedback with empathy. Resilience and growth mindset when facing technical challenges. Communication skills in coaching roles. Leadership opportunities during group organisation. Celebrating others' success genuinely. Managing frustration and emotions during skill development.

Teacher Guidance

Positioning

During warm-up: central position where all students visible. During skill introduction: at front of semi-circle for demonstration visibility. During skill development: circulating between throwing stations providing individual feedback. During game application: strategic central position maintaining oversight of all 4-6 stations with periodic circulation. During cool-down: position where all students can see and hear clearly. Always maintain ability to scan all students and enforce freeze command if needed.

Observation Focus

Warm-up: shoulder mobility and safety protocols. Skill introduction: stance alignment, understanding of key concepts. Skill development: heel-toe stance consistency, low-to-high rotation pattern, index finger release technique, weight transfer, torque generation through hips. Game application: integration of all technical elements, peer coaching quality, safety protocols, progressive improvement across throws. Cool-down: safe stretching, conceptual understanding, reflection quality.

Intervention Points

Intervene immediately for: any unsafe practices (students in landing zones, throwing without clear protocols, equipment mishandling); technique breakdowns that could cause injury (excessive back arching, forced shoulder rotation, unstable throwing positions); peer feedback that is negative or discouraging; students showing signs of pain or injury; confusion about activities or expectations; groups not functioning effectively. Intervene supportively for: common technical errors, lack of progression across throws, ineffective peer coaching, low engagement or frustration.

Demonstration Notes

Demonstrate: all skills from multiple angles so all students can see clearly. Use exaggerated movements to highlight key technical points (deep knee bend, high release point). Demonstrate common mistakes contrasted with correct technique. Use skilled students for demonstrations after teacher model. Utilise slow-motion video replay for complex technical points. Show hand position close-up for index finger release. Use javelins on shoulders to demonstrate rotation visibly. Mark foot positions with chalk/tape for visual clarity. Mirror students' positioning when demonstrating so they can follow easily. Pause and freeze positions at key moments for observation.

Verbal Cues

•'Heel to toes - check your stance!'
•'Low to high - rise as you throw!'
•'Let it roll off that index finger!'
•'Hips first, shoulders follow!'
•'Coil like a spring, then explode!'
•'Release at the top - reach for the sky!'
•'Soft hands - relax that grip!'
•'Drive those hips forward for power!'
•'Check your partner is ready before you throw!'
•'Walk to retrieve - never run in the landing zone!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum athletics field area of 40m x 30m or large sports hall. Multiple throwing stations require 5-metre separation. Clear landing zones extending 20 metres from throwing positions. Adequate space behind throwing areas for coaches/recorders (3-metre minimum buffer zone).

Surface Check

Dry, level grass field or sports hall floor free from holes, debris, or obstacles. Check landing areas for hazards before each throwing station setup. Ensure no wet or slippery patches that could affect thrower stability.

Equipment Safety

Safety Checks

•Discus appropriate weight for Year 7 (0.75kg recommended) - verify before distribution
•Check all discus for cracks, chips, or damage before use - remove damaged equipment immediately
•Javelins rubber-tipped or foam training javelins only - never use competition spikes for Year 7
•Bicycle tyres/quoits checked for sharp edges or protruding wires
•Cones positioned securely and visible - bright colours for clear boundary marking
•iPads in protective cases with secure grip - charged and functioning
•Measuring tapes checked for fraying or sharp ends - lay flat to prevent trip hazards

Risk Management

Key Risks

•Discus strikes to students or teacher if safety protocols not followed
•Shoulder/rotator cuff strains from improper throwing technique or overexertion
•Collisions between students during warm-up or retrievals
•Trips and falls in throwing areas or on measuring equipment
•Lower back strain from excessive torso rotation without proper core engagement
•Knee strain from deep squatting in low position if flexibility limited

Risk Mitigation

•Clear throwing protocols: only designated thrower in throwing area, all others behind throwing line
•Established 'freeze' command practiced at lesson start for immediate stop capability
•Progressive skill development from rolling to throwing builds shoulder conditioning
•Adequate rest periods between throws to prevent fatigue-related injury or technique breakdown
•Teacher visual oversight of all throwing stations simultaneously - position strategically
•5-metre minimum separation between throwing stations prevents cross-station incidents
•Controlled retrieval protocol: walk to collect discus, never run
•Thrower must confirm group ready and clear before each throw
•Modified exercises for students with limited flexibility or existing injuries
•Warm-up specifically targeting shoulders and core for throwing preparation
•Enforce proper footwear - no throwing in bare feet or inappropriate shoes

Supervision & Emergency Procedures

Supervision Points

•Position centrally to maintain visual contact with all throwing stations simultaneously
•Circulate during skill development to provide close supervision and individual feedback
•Maintain heightened supervision during transition periods when movement increases
•Listen for verbal confirmation protocols between throwers and retrievers
•Watch for signs of fatigue, frustration, or pain in students - intervene immediately
•Monitor group dynamics during peer coaching to ensure supportive environment
•Check equipment handling throughout lesson - intervene if unsafe practices observed

Emergency Procedures

FREEZE command immediately stops all activity. Assess nature of incident - minor injury managed with first aid on-site, significant injury requires emergency services contact via school protocol. Send responsible student to get first aider/office if needed. Remaining students seated safely away from equipment. Incident recorded per school policy. Equipment secured and checked before activity resumes. If head injury or unconsciousness, DO NOT MOVE student - call emergency services immediately.