Athletics Play Acknowledgments The Australian Sports Commission wishes to acknowledge the contribution of the following people and organisations to the development and production of this resource.
International Association of Athletics Federations (IAAF) and their program KIDS Athletics “A Team Event for Children” iaaf.org/development/kids.
Jill Taylor (Athletics Victoria), Darren Wensor (Little Athletics NSW), Tim McGrath (Australian Little Athletics), Gareth Watkins (Active After-school Communities program), Michael Poulton (Athletics Australia), Tim Klar (Queensland Athletics), Anita Sansom (Tasmania—IAAF Kids Athletics Instructor).
Gayle Rogers (ACHPER/Schools Network), Sue Cormack (ACHPER, Schools Network), Bruce Knights (Keilor Downs Secondary College) and Les Bee developed the content for the introduction and principles for how and when to change activities.
Lainie Houston (AASC) for her assistance in the development of this resource in the following areas: content review, editing and design of the resource.
Disclaimer This resource been designed for use with students aged 4–12. It assumes that each student is healthy and has no medical condition, disability, illness, impairment or other reason that may impact, limit or restrict their involvement in sport or other physical activity. A student should not be allowed to participate in an activity if any medical, physical or other factor indicate that they are not suited to that activity. Where there are any queries or concerns about such matters, the consent of the student’s parent or guardian should be obtained before allowing participation. While care has been taken in the preparation of this resource, the publisher and authors do not accept any liability arising from the use of this resource, including, without limitation, from any activities described in the resource.
© Australian Sports Commission 2010 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Australian Sports Commission. Requests and enquiries concerning reproduction should be emailed to [email protected]
For general enquiries: Tel: (02) 6214 1111 Fax: (02) 6251 2680 Email: [email protected] Website: ausport.gov.au
For a complete listing of Australian Sports Commission publications, visit shop.ausport.gov.au
ISBN 978 1 74013 111 7
Unless otherwise specified, all images are the property of the Australian Sports Commission.
Cover illustrations by Kathryn Wright Design Content illustration by G. Robey Design Design by Swell Design Group Contents
Playing for Life — what is it? 2 Introduction to Athletics 4
Lesson plans » Lesson 1 9 » Lesson 2 14 » Lesson 3 19 » Lesson 4 25 » Lesson 5 30 » Lesson 6 34 » Lesson 7 39 » Lesson 8 44 other information Where to from here? 49 Resources and more information 50
1 Athletics
Playing for Life — what is it?
Playing for Life is an approach to coaching that uses games rather than drills to introduce the skills and tactics of the particular sport or structured physical activity being delivered. Each session is designed purposefully, so that the games progressively introduce and develop the particular skill that is the focus of the session.
The Playing for Life approach is underpinned by the » CHANGE IT — Coaches constantly observe the game to following key concepts: ensure maximum engagement of students of all abilities by considering the following questions: » The game is the focus — Students develop sporting skills and tactics through fun games and activities (by – Are all students enjoying and/or engaged in ‘playing the game’) rather than performing traditional the game? skill-based drills in isolation from the game. The game – Is the purpose of the game being achieved? is the focus of the session, challenging students to – Are all students being challenged (is it too difficult, think about what they are actually doing and why. Each too easy, one-sided)? session should be designed with a particular sporting outcome/skill development in mind, and games The FISH acronym is another way of considering these selected purposefully to achieve these objectives. questions: » Coach is a facilitator — Coaches play a facilitator role rather than a director’s role. They set challenges – Is the game FUN? for the students to find solutions through games rather – Is the game INCLUSIVE? than instructing students how to perform a particular – Is the game SAFE? skill. Coaches provide key coaching points for performing the skill, then set the students a challenge – Is the game ensuring HIGH INVOLVEMENT? that they must solve through activity. This engages students in the activity at a level that suits their own If the answer to any of these questions is no, then the ability, and helps them to learn through self-discovery game should be changed. Simple variations should be and working with and observing other students. introduced to make the games easier or harder in order to accommodate all student ability levels and backgrounds, » Discrete coaching — Coach instructions and remembering to retain the integrity of the sporting demonstrations are kept to a minimum and play is outcome being delivered. allowed to continue where possible. Discrete coaching is provided on the side in an unobtrusive way, creating an encouraging and supportive environment where students can develop at their own pace. It can help build a child’s confidence and self-esteem and allows the student to receive one-on-one support where needed.
» Role models — Use student role models during the activities to demonstrate and emphasise good technique or strategies. Be aware of cultural considerations when adopting this strategy.
» Ask the students — The use of ‘questioning’ is a valuable strategy to engage the students themselves in changing the activity to increase participation and to make the activity more or less challenging. Feedback from the students will give a good indication of whether the game or activity is achieving the desired outcomes.
2 Teacher’s Guide
CHANGE IT Vary any one or more of the following game elements to maximise participation and better meet student needs and game objectives.
Coaching style Inclusion Use questions to set challenges for specific aspects of a game, Engage individuals in modifying the activities e.g. ‘When should you move to receive a pass?’. Provide discrete using any of the outlined game elements coaching, without interrupting the game, where required. (or others) to maximise their involvement. C Use student role models to highlight skilful play. Vary how you I Ask individuals what would improve the game communicate (simple or more complex language; visual, auditory or for them and/or how their involvement could be kinesthetic cues) according to student needs (such as age, cultural increased; or provide options they could choose background, intellectual and sensory ability). from to encourage ownership.
How you score/win Time Increase opportunities to score, e.g. allow passing to a student to Reduce or extend the time to perform actions, H score or pass into an end zone, instead of shooting at a goal; vary e.g. see how many passes students can the size of/distance to a target. T complete in 5 or 30 seconds. Increase possession time to allow students more time to make a decision about what to do next. Area Increase or decrease game difficulty by changing the shape A and/or size of the playing area, e.g. long and narrow, short and wide, smaller/larger. It is more important to remember the concept of Numbers CHANGE IT than to remember Consider using different team sizes or varying the number of turns, what each letter represents. e.g. decreasing team sizes can increase student involvement by N maximising participation. When introducing defence into a game, 3 v 1 or 4 v 2 gives attackers more options to deal with an added defender. Increasing the number of turns helps students learn new skills.
Game rules Change the rules slightly, e.g. introduce a no-tackling rule to give students more time to dispose of the ball; allow 2 bounces G before catching or stopping the ball; specify that 3 team members If it’s not must touch the ball before scoring a point; allow a student to roll rather than throw the ball, or walk rather than run. working…
Equipment CHANGE IT!! Vary the size and type of equipment used, e.g. change to a larger and/or softer ball if a student is having difficulty catching, E or to a smaller ball if they are having problems throwing; introduce a batting tee (a stationary ball) if a student is having difficulty hitting a moving ball.
When and how to apply the CHANGE IT principles:
WHAT IS HAPPENING? WHAT TO DO HOW TO CHANGE IT OBSERVATION Too easy (high success) Add rules that increase difficulty Set challenges that make it more difficult to score Players not challenged enough CHANGE IT Play the game Increase team sizes (perhaps one team only) Both sides scoring often, with UP Observe player involvement little effort Increase Decrease area size (to make it more difficult for attackers) and responses: challenge Skills required easily performed Is the purpose Little interest or motivation being achieved? Are all players engaged? Too difficult(low success) Simplify the rules to make games easier to play
Are players coping with the Change the equipment to help players with the skills Little or no scoring CHANGE IT skills required (physical, Set challenges that make it easier to score technical, tactical)? Poor levels of possession DOWN Decrease Vary the size of the playing area Is it safe? Players not coping with challenge skills/poor execution Play more games with fewer players per team to Are players enjoying increase the opportunity to perform skills the game? Little interest or motivation Do all players understand the game? Too one-sided Shuffle the team — swap players around to Is the game working (one-sided success) balance teams (consider using uneven teams) or does it appear to Introduce additional rules to increase the challenge be too hard, too easy One team dominating CHANGE IT for the dominant side only, e.g. a time limit to score, or too one-sided? Even up Some players not getting a go decreased target/goal size challenge Little interest or motivation Introduce zoned areas to restrict dominant players Develop a game scenario (e.g. 30 seconds left in a quarter and 3 points behind)
PLAY THE GAME AGAIN · OBSERVE RESPONSES · MAKE FURTHER VARIATIONS AS NECESSARY
3 Athletics play
Introduction to Athletics
The sport of Athletics combines the essential and » the program is based on an instructor to participant fundamental movement skills of running, jumping and ratio of 1:20-25, though smaller groups will enhance throwing. This Athletics Play Manual is designed even further participation to provide participants with the opportunity develop their skills in these areas, through a range of play and » each 60minute session of the 8-week program will experiential learning activities that involve maximum have elements of each of the skills of running, jumping participation for all. and throwing and will be sequential in their nature » you are the facilitator of activities whereby children’s The Athletics Play Manual is made up of an 8-week game- participation results in a positive experiential learning based activity program, focused on the skills of running, outcome — children DO, while instructors/coaches jumping and throwing. The activities are based allow the ‘doing’ to occur. on the International Association of Athletics Federations (IAAF) KIDS Athletics program, designed to bring excitement into playing athletics. The activities have been Equipment designed to promote a team-based games approach that is exciting, challenging and fun. » Athletics can be conducted using basic and readily available equipment. Specific equipment for the In keeping with the organisational objectives of IAAF KIDS program includes: Athletics program, you should constantly aim to meet the - marker cones following objectives when conducting this program: - relay batons 1. That a large number of children can be active at the - hoops same time. - chalk 2. That a variety of the basic athletic movements of run, - various throwing objects, e.g. light and not so light jump and throw are experienced. balls, large and small balls, bean bags, medicine 3. That all participants contribute to a team result. balls, vortex, foam javelins, rubber chickens 4. That modifications to the activities are made to meet the ability of all participants. 5. That experiential learning is a part of all activities. 6. That activities are easy to organise and administer.
Program principles - soft rubber rings or quoits - variety of targets: wickets, hoops and buckets All activities within the program have been chosen to reflect that: » children learn and master skills through experiential learning involving positive play and game-based activities that are fun and involve constant participation - skipping ropes » activities are focused on developing the skills - foam wedges of running, jumping and throwing, for the - obstacles to jump over beginner participant — mini hurdles 15 — 30cms high are ideal » all activities are highly accessible and inclusive, require minimal specialist equipment or facilities » Equipment should be well maintained and of good and can be conducted either indoors or outdoors quality. Never purchase poor quality equipment even if funds are limited. Always check equipment that » activities are team-oriented and involve has been set up by others before you use it. constant participation » activities are easy to organise and transitions, adaptations and progressions are logical, sequential and easily understood
4 Tips for delivering athletics 6. Ensure that there is direct supervision of the participants at all times. 1. The delivery of athletics should be managed 7. Always provide clear instruction for the activity and appropriately, and the safety of participants should use of equipment. always be the primary consideration for you. 8. When organising relays, place teams far enough apart 2. You should be aware that you have a legal responsibility to avoid collisions, interference and accidental to provide a ‘duty of care’ to the participants of the changing of teams. program, and you must ensure that you provide an adequate level of direct supervision. 9. Throwers should always be placed a minimum of 5m apart when performing slinging throws and 3. The athletics activities in this manual have all been a minimum of 2m apart for all other throws. designed to be exciting, enticing, accessible and engaging. You should continually ensure that the 10. For throwing activities, left handed throwers should activities meet these requirements. always be placed on the left hand side of any group. 4. When using the lesson plans in this manual consider 11. Always use a throw and a retrieve signal/command whether the individual needs of the participants are when conducting throwing. Participants not throwing being satisfied. In some instances activities and must stand well back from the throwers. equipment may need to be modified to ensure the 12. Use an area approximately 30m x 30m per group safety of some participants. of 10 players. Vary the area according to participant 5. When delivering the activities always ensure the numbers, ability and mobility. organisational objectives of the IAAF Kids Athletics 13. For throwing activities, have participants throw away program as described above, are met. from one another. Balls should always be gathered but 6. Keep instructions as brief as possible to ensure not thrown back. participants are quickly engaged in the activities. 7. When running relay races, ensure races are conducted over a maximum of 15m — 20m. 8. Each lesson should conclude with the finish up activity ‘Put it away!’ where players use physical activity to put away equipment such as markers and mats.
14. Alternatively, use a line-up configuration and have all players throw in the same direction.
Golden rules of safety 1. Check that the environment is safe and free of hazards. 2. Ensure that the surface is a safe and appropriate surface for the activities to be performed. 3. Ensure that the playing area is a safe distance away from walls and other fixed objects. 4. Check that there is a safe distance between groups of participants. 5. Make sure that all equipment is appropriate, safe and working correctly. Be prepared to modify equipment and activities to reduce risk.
5 Athletics PLAY
Introduction to basic athletics Below are some tips for improving a player’s jumping technique: terms and skills Take off Each session is designed to incorporate the following skill components in a game-based environment: » Eyes focused forward » Upright body position with flat back Running » Contact ground with mid to flat foot Running in athletics incorporates the and bend knees prior to take off following movements: » Lift hips high on take off » Speed » A powerful extension of the planted leg (take off leg) & an explosive punching action of the free knee » Agility » Forceful thrust of OPPOSITE arm as take off » Acceleration leg extends. » Coordination Landing » Running a curve » Quiet landing » Running and jumping combinations » Trunk in a straight and stable position » Sprint slaloming. » Land on 2 feet simultaneously Below are some tips for improving a player’s » Absorb the landing with bent hips, running technique: knees and ankles. » Eyes focused forward throughout the run Throwing » Drive off ground with front part of foot Throwing in athletics incorporates the following Full extension of rear leg » movements/skills: » Heel moves close to the buttocks during the recovery phase » One and two-hand delivery » Knee drives forward in a smooth rapid movement » Whole body throwing — power similar to a cycling action, swinging leg through to » Underarm throwing start the phase again » Overarm throwing » Body leans slightly forward » Throwing for distance » Hands held in a relaxed position » Throwing for accuracy » Arm drives towards the back, » Rotational throwing elbows maintain 90° throughout forward and backward swing » Stepping and throwing. » Head and upper body are stable, jaw and neck are relaxed Underarm throwing » Smooth and rhythmical action » Legs and feet move in a straight line » Shoulders and hips are square.
Jumping Overarm throwing Jumping in athletics incorporates the following movements/skills:
» Standing jumps » Single and double-foot take off » Running jumps » Scissor jumps Stepping and throwing. » Continuous jumps » Hopping » Sideways jumping » Jumping for height and distance.
6 Program objectives
Session Objective Skills
One Participants will be involved in activities to: » Speed, acceleration, agility and coordination 1. Introduce running stride » Double foot jumps 2. Introduce moving forwards with two-foot jumps » One hand delivery, overarm throwing 3. Introduce throwing from various seated positions.
Two Participants will be involved in activities to: » Running and jumping combinations 1. Practise running and jumping skills » Continuous jumps and sideways jumping 2. Practise two-foot jumping skills in all directions » Standing throws for accuracy 3. Practise throwing from a standing position.
Three Participants will be involved in activities to: » Agility, coordination and running–jumping 1. Enhance running strides between obstacles combinations 2. Introduce sideways jumping over obstacles » Continuous jumps and sideways jumping 3. Practise throwing two-handed from a walking approach. » Two-hand delivery, stepping and throwing, whole body throwing
Four Participants will be involved in activities to: » Running–jumping combinations, running 1. Experience the combination of jumping and running a curve a curve, speed and acceleration 2. Enhance continuous single and double-footed jumps » Single and double–foot continuous jumping using a rope » Rotational throwing 3. Introduce rotational throwing.
Five Participants will be involved in activities to: » Acceleration and running a curve 1. Practise sprint slaloming » Single-foot take off and landing on 2. Introduce leaping alternate foot 3. Practise rotational throwing over varying distances. » Rotational throwing for distance and accuracy
Six Participants will be involved in activities to: » Running a curve and acceleration 1. Enhance running a curve » Single-foot take off and landings 2. Practise hopping » Rotational throwing for distance 3. Practise accelerating an object with a rotational throw.
Seven Participants will be involved in activities to: » Acceleration and speed 1. Introduce accelerating from a stationary start position » Hopping and continuous jumping 2. Introduce hopping combinations » Whole-body throwing 3. Practise rotational throw from a walking approach.
Eight Participants will be involved in a modified teams event » Acceleration, agility, speed, jumping that incorporates all the skills of the previous 7 weeks and throwing
7 Athletics PLAY
Overview of lessons
LESSO n 1 2 3 4 5 6 7 8 Form a group Fish in the Hospital tag Frost and Stone, Team Pirate’s gold Partner tag
OUT net thaw bridge, tree alphabet Throw, throw, tart
S Flip it! throw!
Ladder relay Racing relay Target relay Target relay Slalom Curve Sally and Athletics sprint running Steve play event! Frogs and lily Coach says Speed Skip to my pads bounce lou Look out for How many Racing relay Formula one GET INTO IT Hit the others! balls? Bullseye target How many Throlf Engage all bean bags? Bullseye Beat the ball Beat the bucket
S-T-R-E-T-C-H Puppeteer Hoop stretch Circle push Four corners Freeze Group S-T-R-E-T-C-H and retreat frame balance Put it away! Great work! FINISH UP
bringCheck a thesense ofenvironment fun and explorationfor hazards. to your group
8 Athletics play
Lesson 1 1 Objective 1. Running stride 2. Moving forwards with two-foot jumps 3. Throwing from various seated positions Time 60 minutes safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Equipment » Marker cones » Relay batons » Hoops » Chalk » Various light throwing objects, e.g. sponge ball, small soft ball, tennis ball, bean bags » 1 seat (must be stable) per player » Optional: small sized boxes low enough for children to jump onto
activities
» Form a group » Ladder relay » Frogs and lily pads » Bullseye » S-T-R-E-T-C-H » Put it away!
9 Athletics PLA 10
WILDCARD Wildcard Y stride lengths. stride P Ski S T C » » » What todo E S C » » » » What todo E Ski ofthatsize. groups and playersform avoidingbodycontactwithotherplayers.Thecoachcallsanumber inrandomdirections around Players run Ladder relay Form agroup ip quipment quipment af af
H H layers race each other in a relay, by placing one foot in each section, to introduce running with various various with running introduce to section, each in foot one relay, a placing in by other each race layers A A s for the second and third calls. 4s — you may wish to add a ‘new people in the group’ rule 2s, then 6s, and finally the group size you want, such as would like for a subsequent activity, e.g. start by calling Try several group sizes before you get to the number you In teams, players divide and stand opposite one another. Mark an area free of obstructions — disperse the players. Continue until all members haveContinue untilallmembers completed the relay. each section. Players to race the other side,placingonefoot in Stop the music and call the number for the group size. As anoption, usesomebright musicasabackdrop. with slow jogging. Start ll ll ety ety NGE NGE Fo Fo
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Ladder or marker cones, relay batons Ladder ormarkercones,relay Speed, acceleration,agilityandcoordination Marker cones spaceandplayerawareness thatcreates Energiser » » » » » » » » » » » » » » »
Make sure there isenoughspacebetween groups andplayers. Make sure the playing area isclearofany obstructions. players are ineach group. Divide teams into even groups, makingsure that someolderandmore advanced Look ahead;donot drop the headto watch the feet. Introduce baton passingfrom team the member. runner to their stationary Vary the numberof timesateam complete must the relay. betweenVary the distance the markings. horizontal from either leg. starting Practise Move from aslow paceto afaster pacedependingonthe abilityofthe group. Start with slow jogging. Start Players shouldbefamiliar with spaceandother player awareness activities. Choose anarea away from walls andother obstructions. Walk rather than run. Players have to run andtouch to the nearest itwith their feet boundary before forming the group. Vary the movement — e.g. short bursts of running, hopping and fast walking before calling a group size. 5 5 S G 10 tart et minutes minutes
into
out
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· Lesson 1 Lesson 1
MOVEMENT S T C » » » » What todo E Ski of4–8.) jump.(Playingroups lilypadtousingatwo-footforward Players continuouslyjumpfrom Frogs andlily pads ip quipment af
H A s Players may jump into the pondaswell asonto the lily pads. player immediately must findanother lily pad to jump onto. jumps onto alily padwith another player already onit,the original If there ismore than onefrog onthe Ifaplayer lily pad,itwillsink. on inagiven amountoftime,e.g.60seconds. Players jump from lily padto lily padandseehow many they canland sure they are not too far away from each other (i.e.jumping distance). Randomly distribute the hoops(lily pads)insidethe pond,making ll ety NGE Fo
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» » » » » » » » » players tojumponto markedoutby4cones(thepond);hoops;Optional:smallsizedboxeslowenoughfor 10m xsquare Standing doublefootjumps
Ensure appropriate jumping for distance the abilitylevels ofthe players. Encourage players to lookbefore they jump, sothey don’t collidewith others. Remain balancedboth the jumps. during andafter Look ahead,not atthe ground. Legs shouldnot bendexcessively onlandingandshould extend off. fully whentaking Use the arms to the wholebodymovement. stabilise Use low boxes, matsorsandaslily padsfor children to jump onto, instead ofhoops. a new one.Ifaplayer istagged, they becomethe new tagger. onalily pad,butassoonanotherstanding player jumps onthat lily padthe original player find must Introduce atagger. Players jump must around the pondandavoid the tagger. Players are safe ifthey are for distance. Increase ordecrease between the distance the the lily jumps, padsto e.g.jump vary for heightandjump G 15 15 et minutes
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· Lesson 1 11 Athletics PLA 12
Target game Y S T C » » » » » » What todo E Ski maximumpoints. to score aiming variousobjectsatatarget, throw avarietyofsittingorkneelingpositions,playersinsmallgroups From Bullseye ip quipment af
H A s area. Points are scored depending on where the object stops in the target Players note whether their score improves from round to round. Each round, players useadifferent handwhenthrowing. Repeat for agiven numberofrounds, e.g.5throws for each player. One throw perplayer before objectsare retrieved. Each player throws their objectto the target area. Form smallgroups, e.g.4pergroup. ll ety NGE Fo
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S » » » » » » » » » » object per player, e.g. sponge ball, small soft ball, tennis ball,Chalk, bean hoops, bags, markers 1 seat or(must ropes be to stable) form 3 concentricper player circles on the ground, throw line 3m from target, one andaccuracy throw light overarm One handdelivery,
Players donot retrieve objectsuntil the round isfinished. Ensure allplayers are throwing inthe samedirection. 2mbetween atleast Maintain throwers. objects’Use only ‘stable asseats. goodbalancethroughout.Maintain Coordinate the movement and ofthethen trunkthearms. first Ensure the throwing actionisinitiated from the trunk. Vary the positionof the throw: chest, overhead, opposite hand. Increase ordecrease from the distance the throw-line to the target. Remove the seatandthrow from akneelingposition. 20 20 IT INTO GET minutes
· Lesson 1 Finish up Finish up Use physicalactivitytoputawayequipmentsuchasmarkersandmats. isdisguisedinanengagingactivity thestretching Disguise it!Chooseactivitieswhere S-T-R-E-T-C-H Put itaway! F 5 5 F 5 5 inish inish minutes minutes
up up
· · Lesson 1 Lesson 1 13 Athletics play
Lesson 2 2 Objective 1. Running and jumping skills 2. Two-foot jumping skills in all directions 3. Throwing from a standing position Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones » Variety of targets, such as 2 litre (or larger) plastic bottles with a little sand in the bottom, cricket wickets or buckets » Various light throwing objects, e.g. sponge ball, small soft ball, tennis ball, bean bags » Obstacles that are easy to jump over — mini hurdles are ideal
activities
» Fish in the net » Flip it » Racing relay » Coach says » Hit the target » Puppeteer
14 WILDCARD WILDCARD S C » » » What todo E markers tomatchtheirown. toflipovertheothergroup’s trying around sidedown(dishup).Onasignal,playersrun half withtheround Eachplayerhasamarker.2 groups. sideupandtheother Half theplayersplacetheirmarkerswithround S C » » » What todo and thegamecontinues.(Playwith6ormore.) them.Caughtplayersjointhenet thenetbyholdinghands.Theycatchotherssurrounding 3 playersform Fish inthe net Flip it quipment af af
H H A A or dishes standing atthe endwins. or dishesstanding Whichever group hasthe domes most Play for aset time,e.g.45seconds. Divide players into 2groups. the game onasignal. Start Other players disperse. Nominate 3players to bethe net. boundaries. Establish ety ety NGE NGE
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» » » » » » » » » » One dome-shaped marker per player or alternative (e.g.skittlesorcones) One dome-shapedmarkerperplayeroralternative
Players shouldadopt actionsto avoid andlooklong. bumping heads—look short Vary the locomotion, e.g.jumping, hopping,skipping. Flip the marker andrun to acorner. Players shouldbefamiliar with spaceandplayer awareness. boundaries shouldbeawayIf indoors, from walls orfreestanding objects. Ask the players to make upnew rules. andhave players–pairoff — toFree evade the net by running inpairs. with two ormore 3-player —start groups nets. Larger Vary the methods oflocomotion. Vary the sizeofthe playing area. 5 5 S 10 S tart tart minutes minutes
out out
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· Lesson 2 Lesson 2 15 Athletics PLA 16
MOVEMENT MOVEMENT Y S T C » » » » What todo Ski variousfundamentalmotorskills. of‘Simonsays’,calloutcommandsforplayerstoperform Using therules S T C » » » » What todo E Ski Players raceeachotherinarelay, jumpingoverobstaclesalongtheway. Racing relay Coach says ip ip quipment af af
H H A A s s opposite arm, forward. In teams, with oneleg,andtheir players start Do not eliminate players. Mix upthe callsandthe speedofthe calls. when you say ‘Coach says’. Players shouldonly follow your instructions right, run forwards, run backwards. on the spot, sideways sideways jumps left, jumps movements. Callsto include:continuousjumps Ask players to demonstrate various jumps or completed the relay. haveContinue untilallmembers line. then 6m,then 7mfrom the start Race three have times:first at5m, obstacles astheyobstacle go. Players sprint to the other side,jumping over their ll ll ety ety NGE NGE Fo Fo
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» » » » » » » » » » » » Continuous jumps,sidewaysagility, speed andcoordination ideal are easytojumpover—minihurdles Marker cones,obstaclesthatare position start jumping,agilityandcoordination, Speed, acceleration,running,
Make sure there isenoughspacebetween players to safely the activity. perform Make sure the playing area isfree ofobstructions. Remain balancedby usingarms andavoid lookingatfeet. Use double-footed andlandingwhenjumping. take-offs Vary the jumping sequence. Keep short. the running distances Make sure there isenoughspacebetween groups andplayers. to clearance Balance the bodyafter make afastto transition running. Encourage players not to slow down before they cleareach obstacle. Introduce running with abaton. Increase the running distance. from either leg. starting Practise G 10 10 IT INTO GET et minutes minutes
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· · Lesson 2 Lesson 2 TARGET GAMES S T C » » » » » What todo E Ski (3–4pergroup). Playinsmallgroups targets. T Hit the target ip layers score points by throwing asafe,lightobjectatthe pointsbythrowing line.Playersscore athrowing setupawayfrom are argets quipment af
H A s target, e.g. 15. The team with the smallest number of throws or the most points inWhen a setscoring, time (e.g.consider 45 seconds)a bonus pointwins. if a ball lands inside a target. Alternatively,Play setis stoppeda to re-position targets that have been knocked over. Each player has a set number of throws, e.g. 2. should be maintained high above shoulder level. Players are to stand with both feet parallel when throwing and the throwing arm Players throw their object to hit or land in targets spaced 3m, 5m and 7m apart. ll ety NGE Fo
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» » » » » » » » » » » or buckets. Objects to throw — soft small balls, bean bags, tennis balls, sponge balls — 2 per player Variety of targets — such as 2 litre (or larger) plastic bottles with a little sand in the bottom, cricket wickets standingthrow,One-hand delivery, foraccuracy throwing
Players donot leave the throwing lineuntilallplayers have finished. Throw andcollectimplements asagroup usingacommoncommand. Have allplayers throwing the same direction. 2mbetween atleast Maintain throwers. basedonabilitylevelsAdjust distances ofchildren to ensure challenge andsuccess. Eyes remain focused onthe target. Don’t bendatthe hips. Keep hipsfacing the target andremain throughout tall the throw. Set a‘no-go’ boundary. Ifthe objectgoesbeyond the boundary, nopointsare scored. ofthe targetsVary the distance from the throwing line. Vary the throwing objectsused. G 15 15 et minutes
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· Lesson 2 17 Athletics PLA 18
FINISH UP Y » » » » » What todo thepuppeteer). Players actaspuppets,movingtheirbodytoyourcalls(youare Puppeteer
Gradually slow down the activity, e.g.10 circles. and pullingthe string to your right leg,etc. players their raise right arm), ‘Now Iamlowering your arm You say, ‘Iampullingthe string to your right arm now’ (so Players are the puppets andthey respond to your calls. You pretend to bethe puppeteer. Players liedown. 10 UP FINISH minutes
· Lesson 2 Athletics play
Lesson 3 3 Objective 1. Running strides between obstacles 2. Sideways jumping over obstacles 3. Throwing two-handed from a walking approach Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones » Recycled sheets of paper — 1 per player » Obstacles that are easy to jump over — mini hurdles and foam wedges. » Whistle » Hoops — 1 per player » Various light throwing objects, e.g. sponge balls, small soft balls, tennis balls, bean bags » 15–20 balls of different size » Chalk » Plastic bucket or garbage bin
activities
» Hospital tag » Throw, throw, throw! » Target relay » Speed bounce » How many bean bags? » Beat the bucket » Hoop stretch
19 Athletics PLA 20
WILDCARDxx WILDCARDxx Y S S T C C » » » » » » What todo What todo E E Ski who hasthefewestballs. countedtosee oftheoppositeteam.Afterasetperiod,ballsare xxtheir paperballoveralineinthedirection ofequalsizefaceeachother. 2groups paper‘ball’.Onasignal,playersthrow Eachplayerhasascrunched-up S S T C » » What todo » E What todo Ski xxof thebodythatwastagged.(Playwith6ormore.) Anominatedplayertagsanyotherplayer. Thetaggedplayerbecomesthenewtaggerbuthastoholdpart Hospital tag xxHospital xxThrow, throw, throw! ip ip quipment quipment quipment af af af af
H H H A A A s s paper balls. The winningteam isthe onewith the fewest Players should‘throw fast andthrow smart’! gatherers andthrowers work together. Encourage different strategies, e.g. Play for aset period, e.g.30seconds. xx Divide the group into 2teams. xx the activitywith jogging. Start players over the playing area. Nominate aplayer to bethe the tagger other —disperse ll ll ety ety ety ety NGE NGE NGE Fo Fo
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» » » » » » » » » » » » xx Recycled sheetsofpaper—1perplayer. xx xx xx
Players shouldnot cross the ‘no-go’ zone untilthe game stops. xx A ‘no-go’ zoneensures players are separated. Paper ballsshouldbesufficiently looseas not to causehurt. xx Players throw two handed. xx Players remain seated for the activity. Encourage to players beonthe lookout holdingabodypart for other players. xx xx xx 00 00 S 00 00 S 5 5 S 10 S tart tart tart tart minutes minutes minutes minutes
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· · · Lesson 3 Lesson 3 Lesson x Lesson x WILDCARDxx TARGET GAMESx S S T T C C » » » » What todo E Ski xxPlayers jumpsidetooverafoamwedgeasmanytimespossiblein20seconds. S T C » » » » » What todo E Ski distance andcleartheobstacles. the teamsrun setupoveracoursewithobstaclesbetweenthematequal lengths.Playersinrelay Gates are Target relay xxSpeed bounce ip ip ip quipment quipment af af af
H H H A A A s s s with both feet. Players must touch the ground on either side of the wedge counts asonebounce. One correct cross ofthe foam wedge ineither direction to the other side,then the bounceiscounted. If the wedge istouched, butthe players’ feet cross still xxBlow your to whistle start. is up,e.g.30seconds. The game finisheswhentime Allow players gate. to choose their own starting Players remain running speed. ataconstant stride lengths. Run usingdifferent clearing the the obstacles course, gate. by running around from the course astart Start ll ll ety ety ety NGE NGE NGE Fo Fo
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» » » » » » » » » » » » » » » Foam wedge or alternative forplayerstojumpover(e.g.markercones),whistle xxFoam wedgeoralternative andcoordination xxSpeed, rhythm ideal are easytojumpover—minihurdles Marker cones,obstaclesthatare combinations,agilityandcoordination and‘hurdling’ Speed, acceleration,running
A larger distance between hurdles will mean players can go faster. Shorter distances will mean players go slower. Players shouldbewearing shoesthat are suitable fastened securely. xx Take-off andlandontwo feet. xx upright postureMaintain inthe upperbody. balancebyMaintain using the arms throughout. xx Increase ordecrease the timelimit. Jump over aline,rather than anobject. Ensure for heightissuitable the obstacle the abilitylevel ofthe players. Players to work onthe stride length andthe numberofstrides between obstacles. generalMaintain running positionthroughout. to increaseTime the the activityandtry speedofmovement. Increase or decrease the distances between obstacles, which will vary the number of strides between obstacles. 5 5 IT INTO GET 5 5 IT INTO GET 00 00 S tart minutes minutes minutes
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· Lesson 3 Lesson 3 Lesson x 21 Athletics PLA 22
xx WILDCARDxx Y S S T T C C » What todo E Ski xx S T C » » » » » » What todo What todo E E Ski Ski and thentagthenextplayer. Theaimistocollectthemostnumberofballs. theballbacktotheirteam-mateatbase xxto acentralpointcollectoneballattimeandthrow eachpairjumps,usingacontinuousdouble-footsidewaysjump, Playersworkinpairs.Oneplayerfrom xxHow many beanbags? xx ip ip ip quipment quipment quipment af af af
H H H A A A s s s xx calls ‘STOP!’ When allthe ballshave beenremoved from the centre, the coach e.g. 60seconds. Teams collectasmany ballsaspossibleinthe allotted time, This player then runs back to their team-mate them. andtags throw the ballback to their team-mate attheir base. sideways jump, to pointto acentral collectoneballatatimeand One player from each pairjumps, usingacontinuousdouble-foot e.g. 6groups the of3,butadjust playing spacesoitisnot too crowded). Form 4groups of2.(Alternatively useother combinationsasrequired, xx ll ll ll ety ety ety NGE NGE NGE Fo Fo Fo
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» » » » » » » » » » » xx xx Marker cones,15 xx Continuous double-footjumpingandsideways xx
Roll the ball rather than throwing. Ensure the playing area isappropriate to the abilityofallplayers. xx upright postureMaintain inthe upperbody. xx balancebyMaintain using the arms throughout. Take andlandontwo feet. off xx xx xx xx –20 balls of different size, chalk or removable tape(orahoop) size,chalkorremovable –20 ballsofdifferent 00 00 S 00 00 S 10 IT INTO GET tart tart minutes minutes minutes
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· · · Lesson 3 Lesson x Lesson x xx STRIKING AND FIELDINGx Scoring Fielders S S T C T C » What todo E Ski xx » » » » » S » T » C » » » » » » Base runner » What todo What todo E Ski fieldersplaceall3ballsinabucketandcall‘STOP!’(6–10pergroup). xx4 markersbefore around run 3ballsintothefieldandthenattemptsto runner throws andupto6fielders.Abase Abaserunner xxBeat the bucket xx ip ip ip quipment quipment af af af
H H H A A A s s s Runners keep track of their own score. until the third ball has been thrown by the base runner. Fielders are not permitted to start gathering the balls plate with a ball held overhead and throws it into the field. The first player (base runner) walks three steps up to home in the centre ofthe diamond. Base fielders run the ball to the bucket xx points wins. Player whofinisheswith the most calls ‘STOP!’ Each base=1pointbefore afielder to the bucket, afieldercalls‘STOP!’ When all3ballshave beenreturned on the bases. fielders gatherFielders ballsandthrow them to one ofthe when ‘STOP!’ athomebase. iscalled.Thenew runner starts The baserunner changes placeswith someoneinthe field calls ‘STOP!’ ball isthrown andcontinuesaround the basesuntilafielder The baserunner then runs to baseassoon the third first Each bethrown ballmust from the homeplate. into the fieldin the same way. This player continuesuntilallthree ballshave beenthrown forward for secondthrow. i.e. throw foot forward with left for throw first then right foot Throw with alternate foot forward for every alternate throw, xx ll ll ety ety ety NGE NGE NGE Fo Fo
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» » » » » » » » » » » » » » » xx xx in themiddleofdiamond(oruseahoop) xx3 smalltomediumsizedball,(e.g.soccerballs),markersdefinetheplayingdiamond,aplasticbucket fordistanceandaccuracy throwing wholebodythrowing, xxTwo-handed delivery,
Ensure sufficient spacebetween different games. xx should All fielders keep an eye out for the ballsas well as other running fielders. 2mbetween atleast Maintain throwers. xx Keep facing the direction ofthe throw. xx ofeach ball. 2–3 stepsthe delivery after Do not stop andthrow, ensure acontinuousmovement, by moving forwards Keep the ballhighabove the head to throw. Accelerate the throw by leaningback before the ballisreleased. Increase ordecrease between the distance basesdependingonability level ofgroup. Place targets inthe field for bonuspointsifhit. xx xx xx G 15 15 00 00 S 00 00 S tart tart et minutes minutes minutes
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· · · Lesson 3 Lesson x Lesson x 23 Athletics PLA 24
FINISH UPxx Y S S T C C » » » What todo E Ski inside ahoop. from bodypositionswhilestretching balancingwithdifferent xxPlayers explore xxHoop stretch ip quipment af af
H H A A s inside andhandsoutsidethe hoop. and repeat usingadifferent positionwhere feet are They holdthe positionfor up aset time,then stand the hoopandboth arms outsideofthe hoop. Players make abodypositionwith both feet inside xxPlayers inahoopormarked stand circle. ll ety ety NGE NGE Fo
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» » » » » » » » » » 1 piece of chalk, skipping rope orhoopperplayer xx1 pieceofchalk,skippingrope xxStretching
Do not bounceinany stretch position. xx for duration balancesandincrease withthe ashort holdingtimeasthe activityproceeds. Start Check there isenoughspacebetween players. xx Move foot araised orhand. xx Have the floorand1thefloor.foot 1handoff Put 1handonthe floorand2 feet on the floor. Have 2handsonthe floorand1thefloor.foot off 00 00 S F 10 inish tart minutes minutes
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· · Lesson 3 Lesson x Athletics play
Lesson 4 4 Objective 1. Jumping and running a curve 2. Continuous single and double-footed jumps using a rope 3. Rotational throwing Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones » Skipping rope — 1 per player » Obstacles that are easy to jump over — mini hurdles and foam wedges » Range of 5–6 targets, e.g. 1 quoit or small hoop per player, objects to create obstacles and barriers such as towels, gym mats or benches, numbered flag or card for each ‘hole’
activities
» Frost and thaw » Target relay » Skip to my lou » Throlf » Circle push and retreat
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TARGET GAMESxx WILDCARDxx Y S S T T C C » » » » » » What todo E Ski xxdistance andcleartheobstacles. the teamsrun coursewithobstaclesbetweenthem.Playersinrelay setupoveracircular Gatesare S S T C C » » » What todo What todo E E Ski Ski thegame.(Playwith6ormore.) They canthenrejoin onthespot.Thawcanmelttheseplayersbytouchingthem. xxas possible.Oncetagged,theymustfreeze andisthechaser. OneplayerisFrost AnotherisThaw. triestotagasmanyoftheotherplayers Frost xxFrost andthaw xxTarget relay ip ip ip quipment quipment quipment af af af af
H H H H A A A A s s s is up, e.g. 30 seconds. The game finishes when time own starting gate. own starting Allow players to choose their running away from the obstacles. when approaching, clearing and Players remain pace ataconstant Players alternate legsfor each take-off. using different stride lengths. Run clearing the the obstacles course, gate. a start by running around from the course xxStart Encourage frozen players to calloutfor Thaw. with running. Start xx ll ll ll ety ety ety ety NGE NGE NGE NGE Fo Fo Fo
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» » » » » » » » » » » » » » » » » Marker cones, obstacles that are easy to jump over — mini hurdles are ideal are easytojumpover—minihurdles xxMarker cones,obstaclesthatare combination,agilityandcoordination and‘hurdling’ running acurve, xxSpeed, acceleration,running Marker conestodefineplayingarea xx Spacial awareness xx
Two Frosts work together but must hold hands throughout — encourage players to choose their own partner. Ensure for heightissuitable the obstacle the abilitylevel of the players. xx Encourage players not to slow down before each and to obstacle. the obstacles after quickly ‘run off’ xx running (arms, positionatclearance Maintain general positionofthe body). xx Vary the heightofthe obstacles. to increaseTime the the activityandtry speedofmovement. the numberofstrides between betweenVary the which distances willvary obstacles. obstacles, Players shouldbefamiliar with spaceandplayer awareness activities. xx boundaries shouldbeawayIf indoors, from walls orfreestanding objects. xx Change the sizeofthe playing area. xx Vary the travelling skills—allplayers have to usethe chosen locomotion. 00 00 S 00 00 S 10 S G 10 tart tart tart et minutes minutes minutes minutes
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· · · · Lesson 4 Lesson 4 Lesson x Lesson x MOVEMENTx S T C S T C » » What todo E Ski xxa timelimit. behindtheheels,playerschallengethemselvestoskipasmanytwo-footjumpswithin Holdingtheskippingrope xxSkip to my lou ip ip quipment af af
H H A A s s Each time, players should be aiming to beat their last score. footed jump. xxOn your signal,players skipfor 1minute, two- doingasingle ll ety ety NGE NGE Fo
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» » » » » » » » » » 1 skipping rope perplayer xx1 skippingrope andlanding,continuousjumps xxStanding jumps,double-footedtakeoff
up:have players partner pairup,with 1player turning the rope whilethe both jump it. they have their elbows bent and close to their body. Make sure players hold the ends of the rope and that with their feet together andkneesslightly bent. Have players jump onthe ballsofthe feet, Ensure players are upright whenjumping. standing Continue to turn the rope andjump. Criss cross the rope infront ofthe bodybefore jumping over it. Jump rope whilerunning xx xx xx 10 IT INTO GET 00 00 S tart minutes minutes
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· · Lesson 4 Lesson x 27 Athletics PLA 28
TARGET GAMES Y S T C » » » » » What to do E Ski in theleastnumberofthrows. thetarget thecourseattemptingtoreach As ingolf,acoursewith‘holes’isestablished.Playersmovearound Throlf ip quipment af
H A s The lower the score, the better. To score, total the number of throws to each target. The next shot is taken from where their qoit lands. body and deliver from a forward-facing position. When throwing, players hold the quoit away from the Players throw from a start line next to each target. Establish the course and spread the players out on it. ll ety NGE Fo
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» » » » » » » » » » » » create obstacles and barriers such as towels, gym mats or benches, numbered flag or card for each ‘hole’ Range of 5–6 targets, set heights up at different over a course, 1 quoit or small hoop per player, objects to foraccuracy Slinging, throwing
Don’t start playDon’t if players start are around still the target. Have allthrowing inthe participants samedirection. a minimumof5mbetween groups isrecommended. Always 5mbetween atleast maintain throwers —for slingingthrows, Remain the delivery. balancedafter Release objecttowards the target inanupward motion. Keep throwing handas far away from bodyaspossiblethe arm swings forward. from alow bodypositionandfinishinahighposition. Start Keep lookingatthe target. comes through sothat atthe pointofrelease, bothface the target. shoulders For right-handed throwers shoulderremains asthe right arm stable the left Increase ordecrease the size ofthe targets (holes). Throw with various implements. ofthe targets.Vary the distances 20 20 IT INTO GET minutes
· Lesson 4 FINISH UP I awayrapidlywithoutmoving. > Pullarms > Pushrapidlywithoutwarning handstouching > Gentlycircle, balance: off An activityofanticipation—playerscandoanythefollowingin anattempttogettheirpartner t is a good idea to have a minimum number of slow and relaxed circles before pushing or receding, e.g. 10 circles. Circle and pushorretreat F 10 inish minutes
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· Lesson 4 29 Athletics play
Lesson 5 5 Objective 1. Sprint slaloming 2. Leaping 3. Rotational throwing over varying distances Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones (Red, blue and green) » Chalk, hoops, markers or ropes to form 3 concentric circles on the ground, Various light throwing objects, e.g. sponge ball, small soft ball, tennis ball, bean bags
activities
» Stone, bridge, tree » Slalom sprint » Look out for others! » Bullseye » Four corners
30 WILDCARD MOVEMENT S T C » » » » What todo E Ski race. slalom-stylebetweenmarkersinarelay In teams,playersrun S C » » » » » » What todo E Ski raceusingvariousstaticandlocomotionmovements.(Playinteamsof6–8.) A relay Stone, bridge andtree Slalom sprint ip quipment quipment af af
H H A A s the other endofthe course. This continues until all team members are at of the course. slalom-style through the conesto the end On ‘GO’, the first player in each team runs for the next player intheir team to start. When they reach the end,they callout‘GO’ Players are organised into teams. each ofthe positions. The game finisheswhenallplayers have hadaturn at runs to the endofthe line. The ‘bridge’ then takes the placeofthe ‘tree’, whothen of the ‘stone’. The‘stone’ takes the placeofthe ‘bridge’. ‘bridge’, runs around the ‘tree’ andback to take the place playerThe fourth jumps over the ‘stone’, crawls underthe ‘bridge’, andthen runs to the third coneto form atree. The third player jumps over the ‘stone’, crawls underthe to the secondconeto form abridge. The secondplayer jumps over the ‘stone’, andthen runs and forms astone. When you say player ‘GO’!,the first runs out cone to their first Teams cones. of6–8players lineupbehindtheir starting ll ll ety ety NGE NGE Fo Fo
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» » » » » » » » » Marker cones to identify where players are to run torun playersare Marker conestoidentifywhere agilityand coordination acurve, Speed, acceleration,running Marker conestodefineplayingarea Static bodypositions
Make sure there isenoughspacebetween groups andplayers. the outsideleg. and pushhard off To change direction lower the bodyby bendingthe knees,usethe arms for balance Always move inaforward direction andavoid side-stepping around the markers. to increaseTime the the activityandtry speedofmovement. between andangles Vary the distances markers to create different curves. Make sure hastheir the headsecurely ‘stone’ positionedbefore participant othersjump over them. Players skipto the stone, leapto the bridge andrun to the tree. Players jump over the stone’s legsinstead oftheir lower back. toPlayers form upright with their stand legswideapart the bridge. 10 S G 10 tart et minutes minutes
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· · Lesson 5 Lesson 5 31 Athletics PLA 32
TARGET GAMES WILDCARD Y
S T C » » » » » » » » What todo E Ski maximumpoints. score usingtheslingingactionwithfeetsideon,aiming to variousobjectsatatarget throw Players insmallgroups S T C » » » What todo E Ski P Look outfor others! Bullseye ip ip quipment quipment af af
H H layers run in random directions in a defined area, leaping over a variety markers spaced apart at different distances. A A s s Players stand side-on to the target with eyes looking at the target on delivery. Players release the object in front of the body, aiming for the target. each time they jump. Players take off from their opposite foot Players note whether their score improves from round to round. Points are scored dependingonwhere the ballstops inthe target area. Each round, players useadifferent handwhenthrowing. Repeat for agiven numberofrounds, e.g.5throws for each player. One throw perplayer before objectsare retrieved. Each player throws their objectto the target area. Form smallgroups, e.g.4pergroup. – Bluecones=3points – Red cones=2points – Green cones=1point Points are accumulated asfollows: possible within agiven time,e.g.30seconds. toPlayers accumulate try asmany pointsas landing onthe other, over aseries ofmarkers. Players move around, leapingfrom onefoot and ll ll ety ety NGE NGE Fo Fo
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» » » » » » » » » » » » » » » one lightobjectperplayer, e.g.spongeball,smallsofttennisbean bags target, line3mfrom throw ontheground, 3concentriccircles toform Chalk, hoops,markersorropes foraccuracy Slinging, throwing Red cones=mediumdistance;Bluelongdistance. distance; cones=short distances.Green atdifferent theplayingarea Marker conesplacedaround andlanding single–foottakeoff Alternate
Players donot retrieve objectsuntil the round isfinished. Ensure allplayers are throwing inthe samedirection. 5metres atleast Maintain between throwers. Keep the non–throwing arm high. Throwing arm rotates around the body. before release. Increase the rotational actionby facing away from the throwing direction, then rotating to face the target, Increase ordecrease from the distance the throw-line to the target. Throw with various objects. Only oneplayer allowed to jump over aset ofconesatany onetime. Use marker conesthat are non-slip. Land onthe ballofthe foot andcontinueto run. from foot the take–off Push off andreach with the opposite foot for the landingplace. Players shouldavoid lookingatthe ground prior to leaping. Add taggers:each timeaplayer istagged, they loseapoint. Increase ofthe markers. the distance 10 IT INTO GET 20 20 IT INTO GET minutes minutes
· · Lesson 5 Lesson 5 FINISH UP » » » » » » What todo tostandinand,asthegamecontinuesbasedoncall,mustmovemiddle. Players chooseacorner Four corners
Continue until all players are in the middle. the middleandcount. All players inthat corner comeinto e.g.shot–put.name oneofthe corners, When the counter gets to zero, they walk to acorner. While the player iscounting,allother players with their eyes shut,countingdown from 10. One player inthe middleofthe square stands high jump, hurdles. Give namesto each corner, e.g.shot–put, longjump, F 10 inish minutes
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· Lesson 5 33 Athletics play
Lesson 6 6 Objective 1. Running a curve 2. Hopping 3. Accelerating an object with a rotational throw Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones » 15–20 balls of different size, e.g., sponge balls, small soft balls, tennis balls, soccer balls » Chalk or removable tape (or a hoop) » Whistle
activities
» Team alphabet » Curve running » How many balls? » Beat the ball » Freeze frame
34 WILDCARD MOVEMENT S T C » » » » What todo E Ski P S C » » » » » What todo E the shapeofletter. (Playwith8–30.) in groups thespaceuntilaletterofalphabetiscalled.Theythenmustform Players moverandomlyaround Team alphabet Curve running Curve ip quipment quipment af af
H H layers run curves around various markers from the starting point, following the directions that are called by the coach. A A s Swap over. line. that iscalled,andruns back to the start The running player turns to round the marker e.g. 1, 2,3or4. callsoutanumber,as they dotheir partner playerThe first straight runs towards the markers and Play inpairs. B, G,J,M,O,P, Q,R,S,W, X Letters that are harder to form are: C,D,E,F,A, H,I,K,L,N, T, U, V, Y, Z Letters that are easierto form are: around untilyou callthe next numberandletter. ALPHABET!’.Call out‘TEAM Players resume moving balancing techniques, form the shapeofthat letter. a group ofthis numberandthen, usingvarious Call outanumberandletter andplayers form must hopping, running, jumping). a locomotion skillthat you callout(e.g. skipping, Players move randomly around the spaceusing ll ety ety NGE NGE Fo
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» » » » » » » » » » Marker cones,whistle agilityand coordination acurve, Speed, acceleration,running Markers todefinetheplayingarea
Ensure there issufficientspacebetween pairs. Lean intowards the marker asyou goaround it. Keep running technique consistent whilerunning the curve. Delay the callwhenannouncingthe number. Incorporate relay activities. to increaseTime the the activity andtry speedofmovement. Increase between the sizeofthe distance the theof angle conestocurves. vary Match players appropriately, especially ifany weight-bearing actionislikely. that ground. the activityisformed onamatorsoft If players are elevated whenforming letters, make sure the group lowers them down safely to avoid and injury Suggest players form letters whilelying. 10 S G 10 tart et minutes minutes
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· · Lesson 6 Lesson 6 35 Athletics PLA 36
WILDCARD Y S T C » » » » » What todo E Ski number ofballs. the ballbacktotheirteam-mateatbaseandthentag next player. Theaimistocollectthemost eachpairhopstoacentralpointcollectoneballattimeandthrow Players workinpairs.Oneplayerfrom How many balls? ip quipment af
H A s the coach calls‘STOP!’ When allthe ballshave beenremoved from the centre, e.g. 60seconds. Teams collectasmany ballsaspossibleinthe allotted time, This player then runs back to their team-mate them. andtags at their base. one ballatatimeandthrow the ballback to their team-mate One player from each pairhopsto pointto acentral collect is not too crowded). required, e.g.6groups the of3,butadjust playing spacesoit Form 4groups of2.(Alternatively useother combinationsas ll ety NGE Fo
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S » » » » » » » » 15–20 balls of different size, marker cones to define the playing area, chalk orremovable tape (or a hoop) andagility andlanding,hopping,coordination Single–foot takeoff
Ensure the playing area sizeisappropriate to the abilityofallplayers. shouldbecarefulBeginners whenhoppingdown to avoid the landingknee collapsingonimpact. legswhenhopping. Focus onlifting Active useof arms. When hopping,the weight shouldbebalancedover leg. the support balanceoverMaintain leg. the support Hop orjump from opposite foot. Introduce different objects to hop,orto jump over, whenmoving to the point. central 15 15 S tart minutes
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· Lesson 6 STRIKING AND FIELDING
S T C » » » » What todo E Ski (Play5v5). thebasesinoppositedirection. while thefielderspassballaround thebase around intothefield.Thebatterruns A battingteam,afieldingteamand4bases.ballisthrown Beat the ball ip quipment af
batters H A s – – – the fielders pass the ball around the bases. One point is scored if the batting team reaches home before – Fielders ‘bonus gate’. An extra pointisscored ifthe ballpassesthrough the – – – – – ll ety NGE The ballisthen passedto the next batter for their throw. fielder The last to receive apasscalls‘STOP!’ of the fielder–(e.g.3,2, 1, 4). fielders to run to abase. The ballispassedin the direction A fielder retrieves the ball.Thisis the signal for the other in the outfield. Initially, 1m atleast stand must away fielders from abase left and right shoulders each andrighttimethey shoulders haveleft their throw. Players are to alternate between throwing over their The batter isnot outifthe balliscaughtonthe full. itisre-thrown.otherwise bethrownThe ballmust area, within the boundary to the finishposition(1–234). All batters attempt to run around the basesasagroup focusing onusingalloftheir body. the field, throws aballusingtwo hands over the shoulder, with their back facing the directionThe batter of starts Fo
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» » » » » » » » » » 4 softball bases/markers, small to medium sized balls, e.g. soccer balls, markers to define the playing area steppingandthrowing wholebodythrowing, Double–hand delivery,
recommended. 5mbetween atleast Maintain throwers —for slingingthrows, aminimumof5mbetween groups is player watches where the ballgoes. The headshouldfollow the direction ofthe throw sothat the Arms stretched upwards phase. inthe delivery phase. balanceinthe delivery Maintain rotations onboth sidesofthe body. Throw the ballover to shoulders practise right andleft Use fully extended arms throughout the throwing motion. Throw isinitiated from the legs. Vary the sizeofthe ballused. If the ballbeatsthe batter home,the fielders get onepoint. ofthe field. Vary the distance 20 20 IT INTO GET minutes
· Lesson 6 37 Athletics PLA 38
FINISH UP Y » » » What todo positions. (becomestatues)incertain Players freeze Freeze frame
on their technique. You andprovide then lookatthe statues feedback Players the actionuntilyou perform call‘FREEZE!’. action, e.g.running, jumping, throwing. You askplayers athletics to mimeaparticular F 5 5 inish minutes
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· Lesson 6 Athletics play
Lesson 7 7 Objective 1. Acceleration from a stationary start position 2. Hopping combinations 3. Rotational throw from a walking approach Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones » Bean bag, tennis ball or skittle — 1 per player » Chalk » 1 long rope that is joined in a circle, with ends tied very securely » Various light throwing objects, e.g. sponge balls, small soft balls, tennis balls, bean bags or soccer balls » Hoops
activities
» Pirate’s gold » Sally and Steve » Racing relay » Engage all » Group balance
39 Athletics PLA 40
MOVEMENT Y S C » » » » » » » What todo E T Pirate’s gold quipment af he pirate’s crew try to steal the gold from the pirate and make it home without being tagged. (
H A Swap pirates each game. after tagged by the pirate. and tries tolinebefore run back to being the starting crewThe first member to reach the goldpicks itup When the pirate turns back around, the game continues. line,andbeginagain. returnmembers to the starting moving, they callouttheir names.Thesecrew freeze.must Ifthe pirate seesany ofthe crew When the pirate turns around, the pirate’s crew crew approach the gold. When the pirate’s back isturned, the pirate’s 15 metres behindthe pirate. The pirate’s crew line, lineupacross the starting on the ground 1metre behindthe pirate. the group (the pirate’s crew). Thegoldisplaced One player, the pirate, with their back stands to ety NGE
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» » » » An itemthatcanbeusedasthegold,e.g.abeanbag,ballorskittle
When the pirate acrew istagging member, they gently tag must between andthe waist. the shoulders Make sure players don’t dive onto the treasure intheir attempt to steal it. Ask players to freeze indifferent positionsorbalances. Vary the typeoflocomotion movement ofthe pirate’s crew, e.g.skipping,hoppingorjumping. 10 S tart minutes
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· Lesson 7 P lay with 4–30.) COOPERATIVE PLAY » » » What todo E line.Thefirstplayerbackwinsapoint. the starting positionssprinttotheirmarkercollectanobjectandback variousstarting Players pairupandfrom S T C Sally andSteve ip quipment af
H A s facing away or sitting with knees up or cross legs. back to the starting linewins1point. back to the starting playerThe first ofeach pair to make it bag andsprint back to the middle. approximately 10m away, pick uptheir bean On your call,players sprint to their endline, of your choice, e.g. sitting facing away, lying prone approximately 2maway, position inastarting Players lineupopposite their partner, ety NGE
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» » » » » » » » » Marker cones to define the playing area, 1beanbag,tennisballorsimilarobjectperplayer Marker conestodefinetheplayingarea,
Players shouldrun line. inastraight Ensure there issufficientspacebetween players. Vigorously ‘pump’ the arms to improve at the acceleration start. Fully extend the pushinglegs. movementThe first be must withforward stronglythe first steppushing in thedirectiontravel. of Accelerate away with alow bodyposition,graduallymoving from to the start fullrunning height. Increase ordecrease the running distance. The team whogets the numberofplayers highest winsapoint. back first Play inteams, e.g.team Aononesideandteam Bonthe other. to increaseTime the the activity andtry speedofmovement.
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· Lesson 7 41 Athletics PLA 42
MOVEMENT Y S T C » » » » What todo E Ski Players raceeachotherinarelay, practisinghoppingsequencesalongtheway. Racing relay ip quipment af
H A s Continue until all members haveContinue untilallmembers completed the relay. a balancedpositionasthey go. Players run to the other side,completing the hopsequence in inwith oppositePlayers arm andlegforward. start opposite arm, forward. In teams, players with oneleg,andtheir divideandstand ll ety NGE Fo
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» » » » » » Marker cones,hoopsorchalktodefinehoppingsequence singleanddouble–footlanding Single anddouble–foottakeoff,
Make sure there isenoughspacebetween groups andplayers. balancethroughMaintain the action by usingarms. Use coach orplayer role modellingto demonstrate the activity. Vary the hop/step sequence (doublehop,step anddoublestep, hop,etc.) e.g. hop,step, step. Players run to the other side,completing ahop/step sequence inabalanced positionasthey go, Increase the distance. G 10 et minutes
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· Lesson 7 FINISH UP STRIKING AND FIELDING Fielders S » » » » What todo E U S T C » » » » » » Batters What todo E Ski 5 perteam.) than thefielderscalls‘STOP!’.(Playwithnomore untilsomeonefrom same time.Thebatterkeepsonrunning run totheballtouchitat team-matesandallfielders around intothefield.Thebatterruns approach withawalking usingaslingingactionaftermovingforward A battingteamandafieldingteam.ballisthrown, Engage all Group balance ip quipment quipment af af
H sing a large rope which is joined as a circle, players lean back while holding onto it using it as counter-balance. A s in the group andthe rope asacounter-balance. Slowly leanback usingthe weight ofeveryone Shuffle backwards until the rope is taut and in a perfect circle. Players pick upthe rope andholditatwaist height. Players evenly stand spread onthe outsideofthe rope. Call ‘STOP!’ onceallplayers have touched the ball. Run to touch the ballto touch it atthe sametime. One run =oncearound the batter’s team. from calls‘STOP!’ the fielders The batter keeps onrunning untilsomeone team–mates. The batter then weaves inandaround their – – – batterFirst throws the ballinto the field by: ll ety ety NGE the release. Clapping handstogether immediately following they are facing the fieldduring the finaldelivery. eyes lookinginthe samedirection andensuring Keeping onfacing the throwing direction, the Counting the rhythm ofthe walking steps, 1, 2,3. Fo
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» » » » » » » » » » » » Small to medium sized balls (e.g. soccer balls), markers to define the playing area Small tomediumsizedballs(e.g.soccerballs),markersdefinetheplayingarea Slinging, steppingandthrowing 1 long rope that is joined in a circle, with ends tied very securely withendstiedvery thatisjoinedinacircle, 1 longrope
Only play ifthe group isconcentrating. Everyone’s legs,arms andlocked andtorsos be straight must outfor the circle to bestrong. Make sure players communicate with oneanother. groups isrecommended. 5mbetween atleast Maintain throwers —for slingingthrows, aminimumof5mbetween Remain the delivery. balancedafter Release objectinanupward motion. Keep throwing handasfar away from bodyaspossiblethe arm swingsforward. from a low bodypositionandfinishinahighposition. Start Keep lookingatthe target. comes through sothat atthe pointofrelease, bothface forward. shoulders For right-handed throwers shoulderremains asthe right arm stable the left Throw andright hands. with both left Vary the throwing object. 20 20 IT INTO GET F 10 inish minutes minutes
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· · Lesson 7 Lesson 7 43 Athletics play
Lesson 8 8 Objective Participants will be involved in a modified teams event that incorporates all the skills of the previous 7 sessions. Time 60 minutes Area Area approximately 30m x 30m per group of 10 players. Vary the area according to player numbers, ability and mobility. Safety For throwing activities, have players throw away from one another. Balls should always be gathered but not thrown back. Alternatively, use a line-up configuration and have all players throw in the same direction. Equipment » Marker cones » Bean bag, tennis ball or skittle — 1 per player » Chalk » Various light throwing objects, e.g. sponge ball, small soft ball, tennis ball, bean bags. » Obstacles that are easy to jump over mini–hurdles and foam wedges. » Range of 5–6 targets e.g. 1 quoit or small hoop per player, objects to create obstacles and barriers such as towels, gym mats or benches » Relay baton (or soft ring) » Stop watch » Skipping rope — 1 per player
activities
» Back to back pass » Partner tag » Great work
44 WILDCARD C » » What todo totagtheirpartners. trying doingthesamething—taggersare other pairsare Onasignal,oneplayer, off. paired Players are thetagger, triestotagtheotherplayer. Atthesametime,all tag Partner
H A swap —don’t forget to countto 5. istagged, rolesWhen aperson the other player timeto get away. The tagger countsto 5to give NGE
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(boundaries shouldalways beaway from walls). Add achallenge, e.g.the player to linebefore run to beingchased couldtry each boundary beingtagged Vary the locomotion. 5 5 S tart minutes
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· Lesson 8 45 Athletics PLA 46
MOVEMENT Y activities throwing jumpingactivities runningactivities S T C » » » » » What todo E Ski scoring pointsalongtheway. activities, jumpingandthrowing completingrunning, acircuit In pairsorsmallteams,playersmovearound Athletics play event! ip quipment af
H A s once all stations haveonce allstations beenachieved. Provide ofcompletion certificates for each player players record their own scores. personal Create ascoring system for where each station, beforestation moving to the next. Players work attheir own paceto complete each – – – – – – – – during the 7week program, including: mayStations includeany ofthe activitiescompleted different station. each pairorteam ata the circuitEstablish andstart ll ety NGE Throlf —useavariety from ofstations Throlf. of throws andaccumulates points. Hit the target —each player hasaset number throwing actionasdesired). the ballstops inthe target the typeof area (vary Bullseye —pointsare scored dependingonwhere do in60seconds? Skip to my lou—how many skipscanaplayer course? the obstacle Howa course. fast canaplayer get around Target relay —players jump around obstacles achieve in60seconds? Speed bounce—how many jumps canaplayer in60seconds? run back andforth Slalom sprint —how many timescanaplayer in60seconds? run back andforth Ladder relay —how many timescanaplayer Fo
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» » » » » and barriers such as towels, gym mats or benches, numbered flag or card foreach‘hole’ flagorcard suchastowels,gymmatsorbenches,numbered and barriers obstacles (e.g.1quoitorsmallhoopperplayer), objectstocreate foam wedges,rangeof5–6targets —1perplayer,Marker cones,skippingrope and easytojumpover—minihurdles obstaclesthatare andteamwork. Running, jumpingthrowing
Make sure there isenoughspacebetween groups andplayers. 5mbetween atleast Maintain throwers for any throwing activities. Ask the players for their favourite activities from previous weeks andusethese asstations. This activityrequires timeto set up. accordingVary the stations to ability level. 25 25 IT INTO GET minutes
· Lesson 8 MOVEMENT
S T C » » » » » » » What todo E Ski same timeononecourse. A teameventinwhicheachmemberhastocompletethefull course.Uptosixteamscancompeteatthe Formula One ip quipment af
H A s based onage andability. Divide players into even teams (up to 6 players per team) each attempt atthe course. Time the event! Each teamandbeattheir own isto timeat try They then run to complete the course. the baton. linewaiting to receive onthe starting back to their partner As the runner approaches, they jump with their upandstand The next player inlinesitsfacing the incomingrunner. baton, around the course. On your call, the first player from each team runs, holding the – – onearea for sprinting over hurdles – onearea for flatsprinting into the following areas: about60mor80mlonganddivide Set upthe course, ll ety NGE if available). one area for sprinting around cones(orslalompoles Fo
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» » » Marker cones, low hurdles, relay baton(orsoftring),stopwatch. relay Marker cones,lowhurdles, agilityandcoordination acurve, Speed, acceleration,running
Outgoing runners to be seated a safe distance apart to avoid collisions as they stand, turn and begin to run. torun. begin and turn stand, they as toavoid collisions apart distance safe a seated tobe runners Outgoing This activityrequires timeto set up Vary the dependingonabilitylevel. length ofthe course 20 20 S tart minutes
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· Lesson 8 47 Athletics PLA 48
FINISH UP FINISH UP Y T Pat onthebackfeedbackandencouragement. isdisguisedinanengagingactivity thestretching Disguise it!Chooseactivitieswhere S-T-R-E-T-C-H Great work ip s »
involved inathletics. Use the ‘Where to from here?’ sectionofthis bookto findinformationto about getother opportunities F 5 5 F 5 5 inish inish minutes minutes
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· · Lesson 8 Lesson 8 Teacher’s Guide
Where to from here?
Athletics is the world’s oldest sport and is based on the fundamental activities of running, jumping and throwing. As such it provides a foundation for all sports, with the skills developed in athletics being the building blocks for other sports.
Athletics can be done almost anywhere and can be enjoyed equally by boys and girls of all shapes and sizes as well as by athletes with a disability.
Little Athletics Little Athletics championships For those participants who wish to partake in competition Little Athletics was established in October 1964 to provide beyond their local centre, the opportunity exists to the opportunity for children to take part in athletics compete in regional and state championship–level through modified events. Based locally in communities competition in individual events, multi-events and relays. and driven by the ethos of Family, Fun and Fitness, it Additionally, the Australian Little Athletics Championships quickly grew and spread around Australia to the extent provides the opportunity for the most talented under–13 that over 550 centres now provide Little Athletics to over athletes in the country to represent their state in a 95,000 children each year. team–based competition and for under–15 athletes to Little Athletics Australia, together with its state take part in a multi-event competition. associations and local centres, provides comprehensive athletics opportunities for children of all abilities between AXA LAPS (Little Athletics Program for Schools) the ages of 3 and 17. The AXA Little Athletics Program for Schools sees children develop basic running, jumping and throwing skills by Little Athletics centres participating in highly active sessions conducted by Little Athletics is primarily conducted at the centre level, Australian Track and Field Coaches Association qualified where each week children take part in age appropriate coaches. The program is delivered within the school and competition and skill development. is designed to be highly flexible, covering activities including sprints, relays, hurdles, shot–put, discus, long The emphasis for the youngest participants in Little jump and high jump, either as a one–off visit or over a Athletics is on skill development activities, while older number of weeks. Annually over 130,000 children take participants take part in a wide range of athletics events part in the program. which have been specially modified to be appropriate for each age group and gender. The focus of competition is at all times to ‘Be Your Best’, with participants encouraged to track their improvement in each event throughout the season and to record personal bests.
The events are conducted by volunteers from within the community, most of whom are the parents of the children taking part.
49 Athletics PLAY
Resources and more information
Little Athletics resources For schools » Little Athletics Program for Schools (LAPS) CD — The items listed below are designed to help volunteers, provides a definitive reference for teaching athletics in schools, centres, teachers, parents, coaches, officials Australian primary schools. It aims to be practical and and administrators deliver Little Athletics programs in user-friendly, containing simple information outlining the community. They are available by contacting age-appropriate working technique models, teaching Australian Little Athletics on (03) 9867 7800, by progressions, lesson plans, games, assessment ideas, visiting www.littleathletics.com.au or by contacting and competition guidelines your state Little Athletics association.
For coaches and officials For centres » Introduction to Coaching Manual — developed by » Australian little athletic’s Development Policy — the Australian Track and Field Coaches Association, provides information on the focus of activities within the manual provides information on coaching theory each stage of Little Athletics. and specific event coaching relevant to young » Australian little athletic’s Standard Events — athletes. provides specifications for competition in the » Introductory Officiating and Coaching video under–9 to under–15 age groups, which were resources — provide guidance to volunteers on the developed following consultation with experts in basic rules in place for centre–level competition and coaching, medicine, child development and academia. on assisting children in improving their basic technique » Australian little athletic’s Strategic Plan — in each event. establishes the vision, mission and strategic objectives of Little Athletics through to the year 2013. Additional resources in each of these categories have been developed by state Little Athletics associations. » Australian little athletic’s Getting Started DVD — Visit littleathletics.com.au for contact details. provides introductory–level explanation of the rules and basic techniques for the events within Little Athletics.
» Australian little athletic’s Insurance Program — provides detailed information on insurance cover available to Little Athletics centres, participants and volunteers.
» Australian little athletic’s Risk Management Policy — provides a systematic approach to providing a safe environment for participants and volunteers within Little Athletics.
» Australian little athletic’s handbooks — provide particular information relevant to participants within each state.
50 Teacher’s Guide
Little Athletics contacts Tasmanian Little Athletics PO Box 812 Australian Little Athletics Moonah TAS 7009 Suite 2, Level 5 Ph: 1300 888 713 14 Queens Road [email protected] Melbourne VIC 3004 Ph: (03) 9867 7800 Victorian Little Athletics Fax: (03) 9867 7400 Locked Bag 1011 [email protected] Port Melbourne VIC 3207 www.littleathletics.com.au Ph: (03) 9676 3600 [email protected] ACT Little Athletics PO Box 4047 Western Australian Little Athletics Ainslie ACT 2602 15 Harrogate Street Ph: (02) 6247 1296 Leederville WA 6007 [email protected] Ph: (08) 9388 2339 [email protected] Little Athletics NSW Locked Bag 85 Parramatta NSW 2124 Ph: (02) 9633 4511 [email protected]
Queensland Little Athletics PO Box 6037 Fairfield Gardens QLD 4103 Ph: (07) 3255 9436 [email protected]
South Australian Little Athletics PO Box 146 Torrensville SA 5031 Ph: (08) 8352 8144 [email protected]
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ausport.gov.au/aasc