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Lesson 3 - Shot Put Technique

Biomechanics & Excellence

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Year 7

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Athletics

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Big Question

How can we generate maximum power and distance by transferring energy through our whole body?

Learning Objectives

To properly align feet in the heel-toe stance and understand its biomechanical advantage
To transfer weight from back to front leg with low to high release for maximum power
To understand and apply the 'dirty fingers - clean palm - dirty neck' principle for correct shot positioning
To use non-throwing elbow to open chest explosively and release the shot high whilst keeping the elbow behind the shot

Key Outcomes

Students will demonstrate correct heel-toe stance alignment with 80% accuracy
Students will execute smooth weight transfer from back to front leg during throwing motion
Students will maintain correct shot position using 'dirty fingers - clean palm - dirty neck' principle
Students will show improved throwing distance through correct technique application

Equipment & Resources Required

Basketball

15 (1 between 2 students)

Pre-inflated to correct pressure. Store in bag at teaching station for easy distribution

Alternative: Size 4 footballs, netballs, or 1kg medicine balls for similar weight and grip

Tennis Balls

30 (1 per student)

Distributed around perimeter of throwing area for quick access during progression

Alternative: Small rubber balls or bean bags for grip practice

Shot Put

15 minimum (mix of 2kg, 3kg, 4kg)

Store in secure container. Carefully supervised distribution with safety briefing. Positioned at designated throwing area only

Alternative: Begin with 2kg for all Year 7; progress confident students to 3kg. Standard is 4kg for girls, 5kg for boys but too heavy for beginners

Dish Cones

40-50

Mark throwing lanes (2m wide), landing zones at 2m intervals for measurement, safety zone boundaries

Alternative: Chalk lines on grass, rope boundary markers

Whistles

Used for emergency stop signal and rotation of throwers. Establish clear whistle protocol at start

Alternative: Voice commands if group size manageable

Tablets

7 (1 per pair/small group)

Pre-loaded with slow-motion app (Slo-Pro, Coach's Eye, or similar). Fully charged. Brief students on responsible use

Alternative: Smartphones with video capability, digital cameras

Science Videos

1 (optional)

Cued to relevant section. Screen/projector visible to all. Have backup ready in case of tech issues

Alternative: YouTube technique videos from British Athletics, demonstration by experienced athlete

Score Sheets

1 per student

Pre-printed with student names and columns for 3-5 attempts. Pencils attached

Alternative: Mini whiteboards, clipboards with paper

Measuring Tapes

3.5 (50m length)

Positioned at throwing areas for accurate distance measurement. One student per pair responsible for measurement

Alternative: Marked ground, trundle wheel

Key Vocabulary

Heel-Toe Stance

Foot positioning where the heel of the back foot aligns with the toes of the front foot, creating optimal power transfer angle

Weight Transfer

The sequential movement of body weight from back leg through hips and torso to front leg, generating momentum

Dirty Fingers - Clean Palm - Dirty Neck

Tactile cue for correct shot positioning: fingers spread behind shot (dirty), palm clear of shot (clean), shot pressed against neck (dirty)

Low to High

The upward trajectory of the throwing action, starting from lowered back leg position and releasing at maximum height

Power

The combination of strength and speed to generate force; in shot put, using whole body not just arm

Technique

The specific coordinated sequence of movements that produces optimal shot put performance

Release

The moment the shot leaves the hand, requiring high elbow position and explosive upward push

Non-Throwing Elbow

The opposite arm's elbow used to create chest rotation and opening, driving backward like 'elbowing someone behind you'

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 pushing vs throwing actions
Awareness of balance and body positioning
Experience with progression from lighter to heavier implements

Current Skills

Heel-toe stance alignment for optimal power generation
Sequential weight transfer from back leg through torso to front leg
Correct shot positioning using tactile cues (dirty fingers - clean palm - dirty neck)
Coordinated use of non-throwing arm to open chest and create rotation
High elbow position maintained throughout throwing action

Next Steps

Introduction to glide or rotational technique
Developing consistency across multiple throws
Competition performance under pressure
Advanced power development and conditioning for shot put

Milestone Indicators

Shot remains in contact with neck throughout preparation phase

Visible hip drive before upper body rotation

Release point above shoulder height

Landing angle approximately 40-45 degrees for optimal distance

Key Teaching Points

Safety is paramount with shot put: controlled handling always, strict throwing lane discipline, clear emergency stop signals established and tested
'Dirty fingers - clean palm - dirty neck' is the memorable tactile principle ensuring correct shot positioning throughout the lesson
Heel-toe stance creates coiled power position: heel of back foot aligned with toes of front foot, body side-on to throwing direction
Power comes from legs and hips, NOT from arm strength: emphasise weight transfer from back to front leg driving the throwing action
High elbow position throughout throw is critical for both power generation and injury prevention - constant monitoring and correction needed
Progressive implementation (basketball → tennis ball → shot put) allows technique development with appropriate weight challenge at each stage
Video analysis provides powerful feedback students cannot argue with - use systematically for technique improvement not just entertainment

Common Misconceptions

Misconception: 'Shot put is about arm strength.' Reality: Power comes from legs and hips driving upward with arm as final link in chain. Correction: Practice weight transfer without throwing to feel leg power, emphasise 'legs first then arms' sequencing.
Misconception: 'The shot rests in my palm like holding a ball.' Reality: Shot sits on fingers with palm clear - 'dirty fingers, clean palm'. Correction: Check hand position frequently, physically demonstrate gap between palm and shot, use tennis ball to practice correct position.
Misconception: 'I throw the shot forward like a baseball.' Reality: Shot put is a pushing action upward and forward at 40-45 degrees, not overhead throw. Correction: Compare and contrast push vs throw actions, emphasise chest push from warm-up, show optimal release angle.
Misconception: 'Facing forward toward target is strongest position.' Reality: Side-on heel-toe stance creates rotational power through unwinding body. Correction: Demonstrate difference in power between front-facing and side-on positions, explain coiled spring concept.
Misconception: 'My throwing arm does all the work.' Reality: Non-throwing elbow drives back to open chest creating additional power and rotation. Correction: Practice with exaggerated non-throwing elbow action, use 'elbow the person behind you' cue.
Misconception: 'Heavier shot puts are always better because they go further.' Reality: Appropriate weight allows correct technique; too heavy causes technique breakdown and injury risk. Correction: Explain technique quality over weight challenge, demonstrate how poor technique with heavy shot travels less distance than good technique with appropriate weight.

SEN Adaptations

ADHD

Maximise active time, minimise sitting and waiting: Use simultaneous partner work throughout. Short activity segments: Break skill development into smaller chunks with clear endpoints. Clear boundaries: Use visible cone markers for throwing zones providing physical structure. Regular feedback: Provide frequent specific feedback and positive reinforcement. Movement breaks: Built into lesson through varied activities, allow fidgeting during seated cool-down. Clear expectations: Explicit behaviour expectations stated positively ('keep shot at neck until ready to throw' rather than 'don't wave shot around'). Simplified instructions: Break multi-step instructions into single steps given sequentially. Buddy support: Pair with calm, patient partner. Proximity: Teacher positioning near student during instruction time for attention support.

dyspraxia

Larger implements: Continue using basketball longer before progressing to smaller tennis ball if grip is challenging. Reduced complexity: Master one technique component fully before adding next rather than combining multiple components quickly. Extra practice time: Additional repetitions at each stage to develop motor pattern memory. Explicit breakdown: Teach each micro-movement explicitly (where to place each finger on shot) rather than assuming automatic coordination. Visual and physical modelling: Demonstrate slowly from multiple angles, allow student to move through action physically guided (with permission) to feel correct positions. Reduced speed: Slow-motion practice of weight transfer and throwing action before expecting full-speed performance. Written/visual reminders: Technique checklist or diagram student can reference. Patient partner: Paired with understanding supportive student. Celebrate small improvements: Recognise incremental progress not just end-goal achievement. Balance support: Allow wider stance or use of support for balance if needed during weight transfer practice.

autism spectrum

Provide clear predictable routine: visual schedule showing lesson sequence displayed where student can reference it. Prepare student for transitions in advance: 'In 2 minutes we're changing from basketballs to tennis balls'. Reduce sensory overload: Allow student to work in quieter area if noise of large group is overwhelming, consider ear defenders if sensitive to whistle sound. Clear concrete instructions: Use literal language avoiding idioms (be careful with 'elbow someone in the face' - clarify it's pretend!). Visual supports: Provide technique photos or diagrams for reference. Routine and sameness: Keep partner consistent throughout lesson rather than changing. Allow processing time: Give extra time to respond to questions and to process demonstrations before attempting. Celebrate progress: Use specific praise focused on effort and process not just outcome.

visual impairment

Use brightly coloured shot puts or paint markings for visibility. Provide verbal descriptions of all demonstrations with detailed spatial information ('right arm raises to 2 o'clock position'). Allow tactile exploration of heel-toe stance - student can feel partner's foot positioning. Buddy system: sighted partner provides directional verbal guidance for throwing. Use audible targets (e.g., bell or voice call) for directional aiming. Reduce throwing distance for safety. Consider seated throwing position for additional stability.

hearing impairment

Ensure student has clear sight-line to teacher for all demonstrations and instructions - position at front. Use exaggerated visual demonstrations with clear gestures. Provide written instruction sheet with key technique points and diagrams. Use visual signals instead of whistle: raising hand for attention, specific gesture for emergency stop. Pair with communicative partner who can relay instructions if needed. Check understanding through demonstration not just verbal response. Consider British Sign Language interpreter or signer if available and appropriate.

physical disability

Seated shot put option: throwing from chair/bench using upper body rotation and arm push - technique adapted but principle similar. Reduced weight shot put: 1kg training shot or continue using tennis ball/basketball depending on strength. Modified stance: Allow wider, more stable stance if balance is issue rather than strict heel-toe alignment. Reduced distance: Throwing for shorter distance with focus on technique quality not distance achievement. Support person: Teaching assistant or student helper can provide physical support for positioning and balance. Alternative assessment: Assess understanding and technique quality within individual's physical capability not against standard criteria. Ensure access to throwing area - consider indoor space with wheelchair accessibility.

Cross-Curricular Links

Maths

Measuring distances precisely in metres and centimetres using measuring tapes (measurement skills). Recording numerical data systematically on data sheets (data handling). Calculating averages from multiple throw distances (mean calculation). Understanding angles: 40-45 degree optimal release angle connects to angle measurement. Comparing distances and identifying personal best (comparison, greater than/less than). Creating simple graphs showing progression across multiple throws (data representation).

Science

Forces: pushing force applied to shot put, friction between hand and shot, air resistance affecting trajectory, gravity pulling shot downward creating arc. Newton's Third Law: push against ground generates upward/forward force. Levers: arm acting as third-class lever during throwing action. Energy transfer: potential energy (loaded back leg position) converting to kinetic energy (motion of shot put). Body systems: muscular system generating force, skeletal system providing structure and leverage, cardiovascular system delivering oxygen to working muscles.

Geography

Direction and orientation: understanding side-on position relative to target direction. Spatial awareness: positioning within throwing lanes, judging distances. Mapping movement: tracking arc of shot put trajectory from release to landing. Scale: relating measured distances on field to understanding of metres and large-scale measurement.

PSHE

Teamwork and communication: working effectively with partner, giving and receiving constructive feedback. Resilience and perseverance: continuing to practice when throws unsuccessful, viewing mistakes as learning opportunities. Managing emotions: handling frustration when technique challenging, maintaining positive attitude under pressure of 'best throw' challenge. Goal setting: identifying personal development areas and planning improvement. Mutual respect: celebrating others' successes, supporting peers, appreciating diverse achievements. Safety awareness: taking responsibility for own and others' safety through protocol adherence.

Teacher Guidance

Positioning

Central position in teaching area providing sight-lines to all throwing lanes simultaneously. During demonstrations, elevated position (stand on bench if safe) improves visibility for large group. During independent practice, mobile positioning - circulate between lanes checking technique and safety while maintaining awareness of entire space through regular scanning.

Observation Focus

Priority observations in order: 1) Safety - safe handling, clear throwing lanes, no one in danger zones. 2) Technique quality - particularly high elbow position (injury prevention) and weight transfer (power generation). 3) Progression - students successfully implementing learning at each stage. 4) Inclusion - all students engaged and appropriately challenged. 5) Assessment evidence - noting performances against Head/Hands/Heart criteria.

Intervention Points

Immediate intervention required for: unsafe handling of shot put, anyone entering throwing lane danger zone, dropped elbow position risking injury, technique breakdown indicating fatigue or lack of understanding, emotional distress or conflict between partners, equipment malfunction or damage. Timely intervention beneficial for: ineffective technique patterns becoming habitual, students struggling and needing support, students under-challenged and needing extension, incomplete data recording, ineffective use of video analysis time.

Demonstration Notes

Demonstrate frequently and from multiple angles especially for complex techniques. Use slow-motion breakdown (segment technique into phases, demonstrate each separately then combine). Use exaggeration to make key points visible (e.g., extremely low loading position to emphasise weight transfer). Use freeze-frame positioning (stop at key moment like release point so students can observe angles and positions). Use student demonstration strategically (confident students demonstrating reinforces their learning and provides peer model). Use contrast demonstration (show incorrect then correct form so students see difference clearly). Ensure all students can see demonstration - check sight-lines, repeat from different angles, consider elevated position for visibility.

Verbal Cues

•'Dirty fingers - clean palm - dirty neck!' - Reminder of shot positioning principle
•'Heel-to-toe, side-on!' - Reminder of correct stance
•'Legs first, then arms!' - Cueing correct sequencing of weight transfer before arm push
•'Elbow a tall person behind you!' - Cueing non-throwing elbow action
•'High elbow, high release!' - Cueing critical throwing arm positioning
•'Low to high!' - Cueing upward trajectory from loading to release
•'Freeze!' - Emergency stop signal
•'Explode!' - Cueing explosive weight transfer and power generation
•'Soft touches!' - Cueing gentle equipment handling for safety

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor space minimum 30m x 40m or indoor sports hall. Multiple throwing lanes 2m wide with 3m spacing between lanes. Landing area extending 15m from throwing line. Clear safety zones marked - no one in front of or close to throwing lanes during activity.

Surface Check

Grass field or designated athletics throwing area preferred for shot put landing. Check surface is level, dry, and free from hazards (holes, rocks, litter). Indoor use requires protective matting in landing zones to prevent floor damage and reduce noise. Ensure surface provides stable footing in throwing area - no slippery patches.

Equipment Safety

Safety Checks

•Shot puts: Check for cracks or damage before use - damaged shots must not be used. Appropriate weight for age: 2kg for Year 7 beginners, 3kg for confident students, standard weights (4kg/5kg) too heavy for this age.
•Basketballs and tennis balls: Check correct inflation/condition before use to ensure predictable behaviour
•iPads: In protective cases, handled with clean dry hands, stored safely when not in use, never in throwing zones
•Measuring tapes: Metal tapes can cause cuts if released suddenly - handle carefully, retract slowly
•Cones: Check for cracks or sharp edges that could cause injury
•Shot put storage: Secure locked container preventing unsupervised access. Shot puts never left unattended in activity space.

Risk Management

Key Risks

•Shot put striking person: Serious injury risk from heavy implement. Controlled through: strict throwing lane discipline, one thrower per lane at time, no one in front of or near throwing path, emergency stop signal established
•Shoulder/elbow injury from poor technique: Risk of joint strain from incorrect throwing mechanics. Controlled through: progressive implementation (basketball-tennis ball-shot put), emphasis on leg power not arm power, high elbow position teaching, immediate correction of poor technique
•Dropping shot put on foot: Injury risk from heavy implement. Controlled through: teaching safe handling (two hands, placed gently never dropped), appropriate footwear (no sandals/open shoes), immediate correction of unsafe handling
•Collision between students: Risk in confined space. Controlled through: adequate spacing in lanes (minimum 3m between), clear boundaries marked, only thrower and partner in designated zone, retrieval only when safe to do so
•Slips and falls: Risk during dynamic weight transfer movement. Controlled through: surface check before activity, appropriate footwear, progressive skill building, stopping activity if surface becomes wet/unsafe
•Overuse injury: Risk from repetitive throwing without conditioning. Controlled through: warm-up and cool-down, limited throw counts, monitoring for fatigue, immediate cessation if pain reported

Risk Mitigation

•Clear boundaries and throwing lanes established with cone markers before activity begins
•One shot put per pair maximum limiting number of projectiles in area
•Systematic distribution and collection of equipment preventing chaos and unsafe handling
•Emergency stop signal (whistle blast) taught and tested - students freeze and place shot down immediately on signal
•Teacher positioned centrally able to see all throwing lanes simultaneously
•Progressive implementation from light implements (basketball) to heavy (shot put) allowing technique development before safety-critical heavy implement use
•Adequate spacing maintained - minimum 3m between lanes, 2m width per lane
•Retrieval protocol: no one retrieves implements while throwing in progress; whistle signal for safe retrieval
•Constant supervision and scanning for unsafe behaviours with immediate intervention
•Students briefed on safety protocols at start with emphasis on serious nature of shot put safety

Supervision & Emergency Procedures

Supervision Points

•Teacher position: Central location with clear sight-lines to all throwing lanes simultaneously
•Constant scanning: Active supervision never static - continuously scanning all students and zones
•High-attention during shot put use: Maximum supervision intensity when heavy implements in use
•Ratio consideration: One teacher to 30 students manageable if space and procedures well-organised; teaching assistant beneficial for additional supervision perspective
•Intervention readiness: Positioned to intervene quickly if unsafe behaviour observed
•Monitor fatigue: Reduced coordination from fatigue increases injury risk - watch for declining technique quality or focus

Emergency Procedures

Emergency stop: Whistle blast = immediate freeze, shot put placed gently on ground, students await instruction. Injury protocol: Stop all throwing in entire area immediately, assess injured student, deploy first aid as appropriate (ice for muscle strain, elevation and support for joint injury, emergency services for serious injury), ensure other students are supervised and safe distance from incident, complete accident report as per school policy. Equipment failure: Remove damaged equipment immediately from use, do not improvise with inappropriate substitutes. Weather: Activity stops immediately if surface becomes wet/slippery or in event of lightning/severe weather - move to indoor alternative activity or early lesson conclusion.