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Track and Field Skills — Striding, Hurdling, Hop, Step, and Jump

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Track and Field Skills — Striding, Hurdling, Hop, Step, and Jump GRADES 5-8 LESSON FOCUS Track and Field Skills — Striding, Hurdling, Hop, Step, and Jump SHAPE Standards: DPE Outcomes: Equipment: 4 • I can listen to and use feedback provided by • High jump equipment my peer. • Batons • I can provide appropriate performance feedback • Stopwatches to my peers. • Tape measures • I can compliment classmates on their • Hurdles Instructions performance during physical education. Skills Introduce the following skills before proceeding to small group instruction. Striding In distance running, as compared with sprinting, the body is more erect and the motion of the arms is less pronounced. Pace is an important consideration. Runners should try to concentrate on the qualities of lightness, ease, relaxation, and looseness. Good striding action, a slight body lean, and good head position are also important. Runners should be encouraged to strike the ground with the heel first and then push off with the toes. Hurdling Several key points govern good hurdling technique. The runner should adjust his stepping pattern so that the takeoff foot is planted 3 to 5 feet from the hurdle. The lead foot is extended straight forward over the hurdle; the rear (trailing) leg is bent, with the knee to the side. The lead foot reaches for the ground, quickly followed by the trailing leg. The hurdler should avoid floating over the hurdle. Body lean is necessary. A hurdler may lead with the same foot over consecutive hurdles or may alternate the leading foot. Some hurdlers like to thrust both arms forward instead of a single arm. A consistent step pattern should be developed. Wands supported on blocks or cones can also be used as hurdles. Hurdles should begin at about 12 inches in height and increase to 18 inches. They should be placed about 25 feet apart. Station (Small Group) Instruction Review skills that were taught last week, if necessary. The teacher should instruct at a different station each day. Start at the station that demands the most instruction. Set up a system of rotation that assures all stations will be covered during the unit. Allow youngsters to work with a partner of somewhat equal ability. At each station, set out signs that tell students what they are to practice 1 of 2 GRADES 5-8 LESSON FOCUS Track and Field Skills — Striding, Hurdling, Hop, Step, and Jump and list key performance points. Station 1 Sprinting - Partners time each other over different distances. 1. 60 yard distance 2. 75 yard distance 3. Record best performance Hop-Step-and-Jump - Partners take turns practicing the hop, step, and jump. 1. Three trials 2. Record best performance Station 2 High Jump - Partners practice the scissors jump 1. Each jump begins at a height they desire. If the jump is made, they can dictate how much to raise the height. 2. Three trials. 3. Record best performance. Baton Passing - Practice passing the baton with partner while waiting for high jump turn. Station 3 Running Long Jump - Partners take turns performing the running long jump. 1. Three trials. 2. Record best performance. Shuttle Relays - Partners practice with another set of partners, about 20 yards apart and facing each other. See below for a description of shuttle relays. Station 4 Hurdling - Partners time each other over a three-hurdle course. 1. Set up 60-yard hurdle course. 2. Two trials. 3. Record best performance. Striding Practice - Striding practice can be done while waiting for turns on the hurdles. 2 of 2.
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