Lesson 3 - Throwing Control & Power
Technique Mastery & Biomechanics
•Year 8
•Athletics
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How can understanding force and technique help you become a more powerful and accurate thrower in all sports?
Learning Objectives
- Develop throwing control, accuracy and efficiency through varied techniques
- Apply force effectively using different throwing implements and methods
- Understand how strength and power transfer to other sporting activities
Key Outcomes
- Students will demonstrate improved throwing technique across multiple implements
- Students will work effectively in small groups with assigned roles
- Students will explain the connection between throwing activities and strength/power development
Equipment & Resources Required
Distributed at wall stations and game application area
Alternative: Basketball or netball if footballs unavailable
At Wimbledon station and target practice
Alternative: Foam balls or cricket balls for safety
Target throwing station, easier to retrieve than balls
Alternative: Small sand bags or weighted balls
Advanced students only, check weight appropriate for age
Alternative: Medicine balls or weighted bean bags
Various distances for target practice, secured flat
Alternative: Chalk circles or rope circles
Distance markers every metre, station boundaries
Alternative: Chalk marks or tape lines
2 metres from throwing line, stable and safe height
Alternative: Rope between posts or chalk line
One per group for warm-up activity
Alternative: Bean bags or small cones
Above head height, clearly visible, washable
Alternative: Chalk marks or laminated targets
Key Vocabulary
A throwing technique where force is applied directly behind the implement using pushing motion
The strength or energy exerted to move an object, measured in how hard you push or throw
Using the least energy to achieve maximum result through good technique
The combination of strength and speed to create explosive movement
Two-handed throw starting from chest position, pushing straight forward
Moving through different exercise stations to develop various skills
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills from Key Stage 2
- Understanding of taking turns and working in pairs
- Basic awareness of safety in physical activities
Current Skills
- Push throwing technique with one and two hands
- Applying force effectively to different implements
- Working in small groups with specific roles
- Understanding strength and power development
Next Steps
- Advanced throwing techniques including rotation throws
- Competitive throwing events and measurement
- Training programme design for power development
- Leadership roles in athletics coaching
Milestone Indicators
Key Teaching Points
- Push throw power comes from legs through core to arms in sequence, not just arm strength
- Consistent technique is more important than maximum effort - control builds power over time
- Different implements require technique adaptation but same fundamental push throw principles
- Coaching others develops deeper understanding of technique and communication skills
- Strength and power from throwing transfers to multiple sports and general athletic development
- Safety awareness includes spatial awareness, equipment handling, and consideration for others
- Personal improvement focus creates positive learning environment and sustained motivation
Common Misconceptions
- "Throwing hard means throwing well" - Emphasise technique and control before power
- "Only arms matter for throwing" - Demonstrate leg and core involvement clearly
- "Heavier implements always go further" - Show technique quality determines distance
- "Competition means beating others" - Focus on personal improvement and effort
- "Strength training only helps throwing sports" - Connect to running, jumping, all movement
- "Perfect technique happens immediately" - Normalise learning process and improvement over time
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, use movement breaks between stations, clear and simple instructions
dyspraxia
- Use larger, easier-to-grip implements, reduce complexity of movement sequences, provide extra practice time, offer step-by-step visual guides
autism spectrum
- Provide clear routine structure, use visual schedule for station rotations, offer quiet retreat space if overwhelmed, maintain consistent partner arrangements
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, assign sighted partner for guidance, use tactile markers for throwing lines
hearing impairment
- Ensure clear visual demonstrations, use visual signals for instructions, provide written technique cards, position for lip reading during discussions
physical disability
- Adapt throwing positions (seated options), modify implement weights, adjust target distances, provide stability support as needed
Cross-Curricular Links
Science
Forces and motion principles, biomechanics of human movement, energy transfer through body systems, physics of projectile motion
Geography
Direction and compass point awareness, spatial understanding and mapping, measurement and scale concepts
Mathematics
Measuring distances accurately, calculating personal improvement percentages, angle estimation for trajectory, data recording and analysis
PSHE
Teamwork and cooperation skills, leadership development through coaching roles, resilience and perseverance, fair play and honesty
Teacher Guidance
Positioning
Central position allowing observation of all stations during circuit, moving to support groups as needed
Observation Focus
Technique consistency, safety awareness, group cooperation, progressive improvement, appropriate implement selection
Intervention Points
Step in if safety compromised, technique significantly incorrect, group dynamics problematic, or equipment misuse observed
Demonstration Notes
Always demonstrate with exaggerated movements for visibility, repeat key points multiple times, use students as positive examples when appropriate
Verbal Cues
- •'Legs, core, arms - feel the power chain!'
- •'Smooth and controlled, not rushed!'
- •'Follow through to your target!'
- •'Great coaching - specific feedback helps learning!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large sports hall or outdoor area minimum 30m x 20m with clear throwing lanes
Surface Check
Non-slip surface free from water, debris or obstacles that could cause injury
Equipment Safety
Safety Checks
- •All balls inflated to correct pressure and checked for damage
- •Throwing implements weight-appropriate for Year 8 students
- •Marker cones stable and visible with no sharp edges
- •Wall targets securely attached and positioned appropriately
Risk Management
Key Risks
- •Collisions between students during warm-up movement
- •Being struck by thrown implements
- •Slips and falls during dynamic movements
- •Overexertion with heavy throwing implements
Risk Mitigation
- •Clear movement patterns established before activity begins
- •Adequate spacing between all throwing activities
- •Progressive skill building from light to heavier implements
- •Clear safety commands and emergency stop procedures
- •Designated retrieval areas and safe collection methods
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all four circuit stations simultaneously
- •Monitor high-activity areas especially during warm-up
- •Check group organisation and role allocation regularly
- •Ensure safe equipment handling throughout
Emergency Procedures
Immediate stop signal, assessment of injury, appropriate first aid response, clear evacuation routes maintained