🏃

Lesson 4 - Javelin Throw Technique

Biomechanics & Excellence

•

Year 7

•

Athletics

•

Big Question

How can we use our whole body to throw a javelin further while keeping it safe and legal?

Learning Objectives

To assume the correct grip and release position of the javelin with high elbow technique
To release the javelin at the optimal height and angle to establish good flight with tip-first landing
To develop side-on stance and cross-over technique for increased power and distance

Key Outcomes

Students will demonstrate a safe and effective javelin grip throughout throwing practice
Students will execute valid throws where the javelin tip lands first at least 7 out of 10 attempts
Students will progress from standing throws to incorporating cross-over steps for improved distance

Equipment & Resources Required

Training Javelin

1 per student (30), ideally 400-600g for Year 7

Store in javelin rack at collection point; never leave lying on ground

Alternative: Turbo javelins, foam javelins, or vortex howlers for students with less upper body strength

Tablets

1 per pair (15) with Slo-Pro or Coach's Eye app installed

Fully charged, apps open and ready, protective cases on

Alternative: Mobile phones with slow-motion video capability, video cameras on tripods

Cones

30-40 cones for marking throwing zones and safety boundaries

Create clear throwing lanes 5m wide, mark safe collection zones

Alternative: Marker discs, rope boundaries, painted lines on field

Measuring Tapes

4-6 tape measures (20m or 50m)

Used for measuring throws in game application phase

Alternative: Trundle wheels, pre-marked distance markers on ground

Whistles

1 for teacher

Essential for safety - all students must stop on whistle

Alternative: Loud voice, air horn for large outdoor spaces

Score Sheets

1 per pair (15) with distance/valid throw columns

Include student names, space for 10 throws, valid/invalid checkbox

Alternative: Clipboards with blank paper, digital recording on tablets

Pool Access

Displayed on large screen or projector for whole class viewing

Test video plays before lesson, have backup video ready

Alternative: YouTube technique videos, athletics coaching resources, pre-recorded demonstration

First Aid Kit

1 accessible kit with ice packs

Position near teaching area, students aware of location

Alternative: School nurse on call, designated first aider present

Key Vocabulary

Grip

How you hold the javelin - either knuckle grip (javelin rests on palm, secured by index finger and thumb) or fork grip (javelin held between index and middle fingers)

Release

The moment the javelin leaves your hand - should be high (above shoulder height) with elbow leading and wrist flicking through

Valid Throw

A legal throw where the metal tip of the javelin lands first, creating a mark in the ground

Side-on Stance

Standing sideways to the throwing direction with non-throwing shoulder pointing at target

Cross-over

A stepping technique where the back leg crosses in front of the front leg to generate momentum before the throw

High Elbow

Keeping the throwing elbow at or above shoulder height during the throw to achieve proper trajectory

Flight

The path the javelin takes through the air - good flight shows a smooth arc with the tip pointing forward throughout

Javelin Tip

The pointed metal end of the javelin that must land first for a valid throw

Follow-through

The continuation of throwing motion after release, with arm extending toward target and body weight transferring forward

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from primary PE
Understanding of overarm throwing action
Experience with target throwing activities
Basic awareness of athletic field events

Current Skills

Correct javelin grip (knuckle or fork grip)
High elbow release position with javelin tip angled down
Side-on throwing stance with weight transfer
Single and double cross-over approach steps
Valid throw execution (tip landing first)

Next Steps

Full run-up approach technique
Rhythm and timing in approach steps
Competitive throwing with measurement and recording
Advanced release angles for maximum distance
Competition rules and officiating

Milestone Indicators

Javelin leaves hand with tip pointing forward, not wobbling

Consistent tip-first landings in 80% of throws

Smooth transition from cross-over steps to throw

Visible shoulder rotation and hip drive in throw

Progressive increase in throwing distance over the lesson

Key Teaching Points

Safety is paramount: all students throw same direction, collection only on whistle command, strict adherence to protocols
Javelin grip must be secure and comfortable - check every student individually, offer both knuckle and fork grip options
High elbow position is the most critical technique element - if elbow drops, trajectory becomes flat and dangerous
Javelin tip angled down 30-45 degrees at release ensures valid tip-first landing and safe flight
Side-on stance maximises power generation through hip and shoulder rotation - non-throwing shoulder points at target
Weight transfer from back foot to front foot is essential for power and distance - not just arm strength
Cross-over footwork is advanced coordination skill requiring extensive practice - expect variation in Year 7 achievement
Valid throws (tip landing first) are priority over distance - technique quality produces valid throws
Video analysis is powerful teaching tool - slow-motion allows students to see what they cannot feel
Peer feedback develops cognitive understanding and social skills - structure with specific observation criteria
Progressive practice builds confidence and skill: short throws → distance throws → standing with weight transfer → cross-over technique

Common Misconceptions

Misconception: 'Throwing harder means throwing further.' Reality: Technique and timing generate distance, not just strength. Poor technique with lots of power creates invalid throws and potential injury.
Misconception: 'The javelin tip should point upward at release to make it fly higher.' Reality: Tip angled down at release creates proper trajectory arc. Pointing tip up causes wobbling flight and tail-first landing (invalid).
Misconception: 'Cross-over steps are just about running faster toward the target.' Reality: Cross-over creates rotational momentum and coiled body position, not linear speed. Quality of positioning matters more than speed of approach.
Misconception: 'A valid throw just means the javelin lands somewhere in bounds.' Reality: Valid throw specifically requires the metal tip to land and penetrate ground first. Flat or tail-first landings are invalid regardless of distance.
Misconception: 'Everyone should achieve cross-over technique in one lesson.' Reality: Cross-over coordination is complex skill requiring multiple lessons to master. Year 7 students at Emerging/Developing levels after one lesson is expected and appropriate.
Misconception: 'Javelin throwing is only about arm strength.' Reality: Javelin throwing is whole-body movement - legs drive weight transfer, hips and shoulders rotate, core stabilizes, arm is final link in kinetic chain.

SEN Adaptations

ADHD

Short varied activities throughout lesson (maximum 5-7 minutes per activity). Clear visual boundaries using cones for throwing zones and personal spaces. Frequent movement opportunities - cross-field throwing keeps students moving. Immediate specific feedback: 'Great high elbow that throw!' Regular refocusing cues - use student name to gain attention. Position near teacher during instructions for proximity support. Allow fidget tools during video watching if helpful. Provide leadership opportunities - demonstrating, collecting equipment - to channel energy positively.

dyspraxia

Larger training javelins (bigger diameter shaft) easier to grip and control. Extended practice time at each progression stage before advancing. Break cross-over footwork into smaller stages - practice each foot movement separately first. Use visual markers on ground showing where feet should land. Allow additional repetitions of warm-up for body awareness development. Partner with patient supportive peer. Reduce distance expectations - focus on technique quality over distance. Simplify to standing throw if cross-over coordination too complex. Celebrate effort and small improvements enthusiastically.

autism spectrum

Provide visual schedule showing lesson structure with timings at start of lesson. Give advance warning before transitions: 'In 2 minutes we'll move to...' Use consistent language and routine for safety rules - same phrases every time. Offer quiet zone or break area if sensory overload occurs. Provide written checklist of technique points as concrete reference. Allow processing time after instructions before expecting response. Minimise unpredictable elements - structure partner choices rather than random pairing. Use clear concrete language avoiding abstract concepts.

visual impairment

Use brightly coloured javelins (yellow, orange) for high visibility. Provide verbal descriptions of all demonstrations - narrate body positions and movements. Partner with sighted peer for video analysis - peer describes footage verbally. Use tactile guidance to position body correctly (with permission). Place audio cues (bell or speaker) at target area for directional orientation. Ensure clear verbal commands for all transitions and activities.

hearing impairment

Visual demonstrations are primary teaching method throughout lesson. Use visual whistle alternative - coloured flag or lights for start/stop signals. Provide printed instruction cards showing technique steps with images. Position student where they can clearly see teacher and demonstrations. Use exaggerated gestures and sign language if appropriate. Partner with communicative peer who can relay instructions. Ensure student can see teacher face for lip reading during instructions.

physical disability

Seated throwing version for wheelchair users or limited mobility - throw from seated position in chair. Adjust throwing distance targets appropriately - shorter distances are valid. Use lighter foam javelins or bean bags if upper body strength limited. Allow additional support person to retrieve javelins. Modify cross-over footwork to achievable movement pattern or eliminate if not possible. Focus assessment on technique elements that are achievable (grip, arm action) rather than full-body movements. Provide alternative role as video analyst/coach if throwing not possible.

Cross-Curricular Links

English

Technical vocabulary development and accurate usage. Giving clear verbal instructions to partner. Listening skills during video analysis feedback. Articulating self-assessment and targets. Writing feedback comments on peer performance.

Maths

Measuring distances to nearest 10cm using tape measures. Calculating average distance from three throws. Analysing data to identify improvement trends. Understanding angles of trajectory. Calculating valid throw percentages. Recording and presenting data on graphs. Using mathematical language: greater than, less than, average, percentage.

Science

Forces in javelin throwing - push/pull forces, gravity, air resistance affecting flight. Kinetic energy transfer from body to javelin. Trajectory and projectile motion. Levers in the body - arm as lever system, fulcrum at shoulder. Muscles used in throwing - deltoids, triceps, core muscles, latissimus dorsi. Energy systems - anaerobic energy for powerful throws.

Computing

Using iPad technology for video recording. Operating slow-motion video apps effectively. Analysing digital footage to identify technique points. Understanding frame-by-frame analysis. Digital data recording and organisation.

Geography

Using directional language - throw toward north, south, east, west. Spatial awareness of throwing zones and landing areas. Mapping the throwing area showing measurements. Understanding how wind direction affects javelin flight (geography connection to weather).

PSHE

Resilience - persisting when cross-over technique difficult, learning from failed attempts. Teamwork - working effectively with partner during video analysis. Communication skills - giving and receiving feedback constructively. Setting personal targets for improvement. Celebrating others' success. Managing frustration and emotions when technique difficult. Supporting peers with encouragement.

Teacher Guidance

Positioning

During whole-class instruction: position at edge of student formation where all can see demonstrations. During skill practice: position at end of throwing line with side-view of all students. During partner work: circulate continuously among pairs, stopping to observe individual throws. During video analysis: move between pairs to facilitate feedback discussions. NEVER stand in potential landing zones.

Observation Focus

Watch for: 1) Safety compliance - correct carrying, same direction throwing, whistle response. 2) Technique fundamentals - grip security, high elbow position, javelin tip angle, weight transfer. 3) Valid throw percentage - tip landing first consistently. 4) Footwork coordination in cross-over attempts. 5) Engagement and challenge level - students appropriately challenged not bored or overwhelmed. 6) Partnership quality - communication, support, equal participation.

Intervention Points

Intervene immediately if: any unsafe behaviour (horizontal carrying, throwing without signal, entering landing zone). Intervene quickly if: technique significantly incorrect (elbow very low, dangerous release angle). Intervene supportively if: student struggling with coordination (offer simplified version). Intervene encouragingly if: student showing frustration or giving up (reframe challenge, celebrate small progress). Do NOT intervene if: minor technique imperfections being self-corrected, productive struggle occurring.

Demonstration Notes

Demonstrate: all new techniques in slow motion first, then full speed. Show from multiple angles - front, side, back - as different students see better from different viewpoints. Exaggerate key elements (very high elbow, very tip down angle) so they're clearly visible from distance. Use competent student demonstrators when possible to show technique is achievable by peers. Demonstrate common mistakes then correct version to show contrast. Narrate during demonstration: 'Watch my elbow - see how high it is? This is the most important part.' Keep demonstrations brief (30-60 seconds) to maintain engagement.

Verbal Cues

•'High elbow!' as reminder during throwing action
•'Tip down!' to correct javelin angle at release
•'Follow through!' if students stopping arm motion at release
•'Side-on stance!' when students facing forward instead of sideways
•'Weight transfer - back to front!' to cue proper power generation
•'Soft knees!' if students standing too upright and rigid
•'Freeze!' combined with whistle to stop all activity immediately

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m outdoor space (athletics field or large playground). Clear run-off area of at least 15m beyond maximum throwing distance. No boundaries, trees, buildings, or hard surfaces within 10m of throwing zones.

Surface Check

Grass surface preferred for javelin landing. Check surface is dry (not after heavy rain causing slippery conditions). Inspect for holes, uneven ground, or hidden obstacles. Remove any stones, sticks, or debris from throwing and landing areas before lesson begins.

Equipment Safety

Safety Checks

•Inspect all javelins before lesson: check for bent shafts, loose tips, damaged binding, sharp edges on handles
•Use appropriate weight javelins for Year 7 (400-600g training javelins, NOT competition weight 800g)
•Ensure lighter foam or turbo javelins available for students with less strength or confidence
•Check iPads have protective cases and screen protectors before distributing
•Measuring tapes: check metal tapes don't have sharp edges or broken ends
•Cones: ensure no cracks or sharp edges that could cause cuts

Risk Management

Key Risks

•Javelin striking a student (HIGH RISK): all students must throw in same direction, collection only on whistle signal
•Students hit by thrown javelin during collection (HIGH RISK): strict whistle control, verify all javelins landed and stationary before collection
•Shoulder injury from overuse or poor technique (MEDIUM RISK): appropriate warm-up, monitor throwing volume, correct technique emphasised
•Collision between students during cross-over practice (MEDIUM RISK): adequate spacing maintained, clear boundaries established
•Trip hazard from javelins on ground (MEDIUM RISK): javelins placed carefully, never walked over
•Strained muscles from inadequate warm-up or cool-down (LOW RISK): comprehensive warm-up and cool-down routines included

Risk Mitigation

•ALL students throw in identical direction on teacher signal - never unsupervised or staggered throwing in early stages
•Whistle command controls all collection movement - single whistle means walk to collect, no movement without signal
•Minimum 3m spacing between all students during any throwing practice
•Clear designated throwing line marked with cones - students never cross this line until collection signal
•Non-throwing students positioned behind throwing line in safe observation zone
•Comprehensive shoulder warm-up before any throwing activity
•Teacher positioned for maximum visibility of all students at all times
•Immediate stop protocol: two sharp whistles means freeze all activity immediately
•First aid kit accessible and positioned at teaching station throughout lesson
•Any student showing shoulder discomfort immediately withdrawn from throwing and given alternative role

Supervision & Emergency Procedures

Supervision Points

•Position at end of throwing line for side-view of all throwers and front view of landing area during synchronized throws
•During partner work, circulate continuously - never remain stationary - to monitor multiple throwing pairs
•Scan entire activity area every 30 seconds checking for any unsafe behaviour or positioning
•Monitor recording partners positioning - must be behind throwing line never in landing zone
•Watch for fatigue signs: decreased technique quality, shoulder rubbing, reduced throwing distance
•Position between activity area and any potential hazards (roads, buildings) to intercept any stray throws

Emergency Procedures

Two sharp whistle blasts: all activity stops immediately, all students freeze. Assess situation: if student injured, send responsible student to fetch first aider/school office. Administer first aid if trained and appropriate. If javelin strike: assess injury severity, do NOT remove javelin if embedded, keep student still, call for immediate medical assistance. For minor injuries: ice pack, rest, elevate, monitor. Complete accident report form. Contact parents if injury requires attention beyond basic first aid. Preserve equipment involved for inspection.