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Lesson 3 - Throwing Control & Power

Technique Mastery & Biomechanics

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Year 8

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Athletics

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Big Question

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

Size 3 Footballs

8-10

Distributed at wall stations and game application area

Alternative: Basketball or netball if footballs unavailable

Tennis Balls

15-20

At Wimbledon station and target practice

Alternative: Foam balls or cricket balls for safety

Balls

15-20

Target throwing station, easier to retrieve than balls

Alternative: Small sand bags or weighted balls

Light Primary Shot

8-10 (600g-1.5kg)

Advanced students only, check weight appropriate for age

Alternative: Medicine balls or weighted bean bags

Hoops

6-8

Various distances for target practice, secured flat

Alternative: Chalk circles or rope circles

Dish Cones

20-30

Distance markers every metre, station boundaries

Alternative: Chalk marks or tape lines

Nets

2 metres from throwing line, stable and safe height

Alternative: Rope between posts or chalk line

Relay Baton

One per group for warm-up activity

Alternative: Bean bags or small cones

Targets

4 sets

Above head height, clearly visible, washable

Alternative: Chalk marks or laminated targets

Key Vocabulary

Push throw

A throwing technique where force is applied directly behind the implement using pushing motion

Force

The strength or energy exerted to move an object, measured in how hard you push or throw

Efficiency

Using the least energy to achieve maximum result through good technique

Power

The combination of strength and speed to create explosive movement

Chest pass

Two-handed throw starting from chest position, pushing straight forward

Circuit training

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

Consistent technique across different implements

Measurable improvement in distance or accuracy

Effective group organisation and role management

Clear articulation of training principles

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