Improve Athletics Skills with Timed Activities

ATHLETICS Level 1 Task 1.1
1)
2)

Leader Notes
ATHLETICS
KS1&2, Unit 1, Core Task 1, sheet 1 of 2
OBJECTIVES:
By the end of the lesson pupils should be able to:
evaluate their performance using time
By the end of the lesson pupils should know and understand:
quicker and slower ways of travelling
DIFFERENTIATION AND EXTENSION:
Easier
- Place the hoops closer
- Use less beanbags
- Work in relay teams
Harder
- Place the hoops further apart
- Introduce a time limit
- Use more beanbags
Extension
- Carry or dribble other balls or equipment
- Vary the ways of travel
Full Task Description:
(Source: www.standards.dfes.gov.uk)
Using different ways of travelling, e.g. running, walking, hopping and skipping, and
following different pathways or courses. See how fast or far you can go in challenges
such as:
• How fast can you move five beanbags from one hoop to another?
• How many red cones can you touch in 30 seconds, 20 seconds, 15 seconds,
etc?

ATHLETICS Level 1 Task 1.2
1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
evaluate their performance using time
quicker and slower ways of travelling
Easier
- Place the hoops closer
- Use less beanbags
- Work in relay teams
Harder
- Place the hoops further apart
- Introduce a time limit
- Use more beanbags
Extension
- Carry or dribble other balls or equipment
- Vary the ways of travel
Using different ways of travelling, e.g. running, walking, hopping and skipping, and
following different pathways or courses. See how fast or far you can go in challenges
such as:
• How fast can you move five beanbags from one hoop to another?
• How many red cones can you touch in 30 seconds, 20 seconds, 15 seconds,
etc?

ATHLETICS Level 1-2 Task 2.1
1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
attempt a variety of throwing techniques in order to improve accuracy
how the position of the body affects throwing performance
Easier
- Use smaller, heavier balls
- Give a running and jumping head start
- Use a partner to throw whilst the Pupil performs the tasks
Harder
- Use less aero-dynamic equipment
- Increase the running distance and number of jumps to perform
- Throw from kneeling, sitting and lying positions
Extension
- Hit the balls
- Aim for targets as opposed to completing tasks
Using different ways of throwing, e.g. underarm, overarm, pushing, rolling and
sliding, and different types of equipment, see how far, high or accurately you can
throw in challenges such as:
• Can you throw further than you can run in three seconds or jump in five
jumps?
• Can you throw nearer the middle of the hoop?
• Can you bounce the ball higher than the mark on the wall?
• How high up the wall can you bounce the ball?

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
attempt a variety of throwing techniques in order to improve accuracy
how the position of the body affects throwing performance
Easier
- Use smaller, heavier balls
- Move the targets closer and lower
- Award points for the ball landing close to the target
Harder
- Use less aero-dynamic equipment
- Increase the target distances and heights
- Throw from kneeling, sitting and lying positions
Extension
- Hit the balls
- Aim for moving targets
Using different ways of throwing, e.g. underarm, overarm, pushing, rolling and
sliding, and different types of equipment, see how far, high or accurately you can
throw in challenges such as:
• Can you throw further than you can run in three seconds or jump in five
jumps?
• Can you throw nearer the middle of the hoop?
• Can you bounce the ball higher than the mark on the wall?
• How high up the wall can you bounce the ball?

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
perform 2:1, 1:2 and 2:2 jumps
how different jumping techniques affect distance travelled
Easier
- Add smaller targets to jump to before the overall target
- Record a best attempt and award points each time it is beaten
- Jump with a partner of similar ability
Harder
- Increase the distance of the area and choose a taller person’s height to jump
- Develop a ‘league’ with promotion once a set distance and height are achieved
- Do not allow a run up before a jump
Extension
- Explore ways of measuring jumps e.g. steps and handspans
Using different ways of jumping, e.g. two feet to two feet, two feet to one foot, one foot
to same foot, one foot to opposite foot, see how far, high or long you can jump in
challenges such as:
• Can you skip without stopping for 10 seconds, 20 seconds, etc?
• Can you jump across the space, e.g. a badminton court, in less than five
jumps?
• Can you jump further than the distance between your head and your feet when
you are lying down?

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
run, jump and throwing using a variety of techniques
how altering the movement of any body part during performance affects end result
Easier
- Mirror and match movements from a partner
- Add small, attainable targets
Harder
- Increase the performance distances
- Introduce competition between Pupils and award points for distances covered
Extension
- Explore different ways of throwing equipment
- Explore different ways of measuring distances covered e.g. by feet or body lengths
In small groups, investigate and compare the effectiveness of different styles of:
• running, e.g. short steps, long strides, straight arms, bent arms, swinging arms
• jumping, e.g. off one foot, off two feet
• throwing, e.g. underarm, overarm, pushing, pulling, slinging
Decide which styles you like best, and see if you can go faster, higher or further.

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
run as part of a relay team
the difference between a ‘sprint’ and a ‘distance’ race
Easier
- Give a less able team a 3,2,1 countdown for when it is their turn to run
- Give points for completion of a race
- Let the next runner take a ‘run up’ to tag the oncoming runner
Harder
- Increase the performance distances
- Introduce competition between Pupils and award points for the quickest times
- Mix abilities within the team
Extension
- Run on circular athletic tracks
- Run on rough/cross country terrain and/or add obstacles
- Explore alternatives to running
In teams of four, find out ways of running:
• the fastest time as a relay team over a shared distance of 60m
• the longest distance as a relay team over times of 1 minute, e.g. 1 minute 30
seconds, 2 minutes, 3 minutes

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
set a realistic individual performance target
the further the run, the more the runners needs to ‘pace’ themselves
Easier
- Run for a shorter time/practice improving shorter distance times only
- Give points for completion of a race
- Run the race as a two person ‘tag team’
Harder
- Incorporate other skills such as skipping, jumping and hopping
- Introduce competition between Pupils and award points for the quickest times
- Incorporate changes of direction and/or obstacles into the courses
Extension
- Explore completing races with equipment e.g. dribbling a ball
- Explore completing outside in a wooded area
Measure how far you can run in:
• 5 seconds
• 30 seconds
• 2 minutes
See if you can run faster so that you improve the distance you go, and set your own
targets for improvement.

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
identify which method of jumping is the most effective to them
the importance of landing with bent knees
Easier
- Jump over imaginary heights and distance markers
- Allow ‘no jumps’
- Allow three or more chances to gain their best score
Harder
- Jump over physical heights e.g. bamboo canes and past visible markers e.g. cones 0.5m apart
- Define and use ‘no-jump’ rules
- Only allow a two footed landing falling forwards
Extension
- Explore combining a sequence of jumps together
Measure how long or high you can jump using:
• standing jumps
• jumps with run-ups
• combination jumps, e.g. two-footed jump, step, hop
See if you can improve on the distance or height you jump, and set your own targets
for improvement.

1)
2)
3)

Leader Notes
ATHLETICS
OBJECTIVES:
identify which method of throwing is the most effective to them
the importance of throwing and ‘following through’
Easier
- Throw over imaginary heights and distance markers
- Allow three or more chances to gain their best score
- Allow underarm throws and rolling the ball
Harder
- Throw over physical heights e.g. basketball hoops and past visible markers e.g. cones 2m apart
- Only allow balls that land in an identified area
- Use larger and lighter balls
Extension
- Explore sending the ball in other ways e.g. hitting the ball
Measure how well you can throw:
• for height, e.g. bounce the ball and try to clear a barrier
• for distance
• with run-ups and without
• using different equipment, e.g. hoops, large and small balls, quoits, mini-
discus, beanbags
See if you can improve the distance or height you throw, and set your own targets for
improvement.

How Quickly and How Far Can You
Accelerate For?
1) In your group, take turns to run the set
time or distance
2) Use cones to mark how far each
runner has travelled after 1, 2, 3, 4 and
5 seconds
3) Try to improve the distance between
the cones by practicing starting and
accelerating techniques

Leader Notes
ATHLETICS
KS3&4, Development Unit, Core Task 1, sheet 1 of 1
OBJECTIVES:
Improve on their initial race times through the use of starting and accelerating
techniques
skill elements of ‘starting’ and ‘accelerating’ in sprint races
Easier
- Decrease distance and time targets
- Encourage Pupils to set individual targets
- Focus on either starting or accelerating techniques
Harder
- Place cones at the finish as well as the start
- Place runners next to each other to encourage competition
- Repeat over longer times and distances (with cones placed at comparably increased differences)
Extension
- Focus on keeping an even pace as opposed to accelerating
- Race in a form other than running
The purpose of this task is for pupils to find out how long they can keep accelerating
and how long they can sustain maximum pace. Working in small groups, use cones to
mark how far each runner reaches after 1, 2, 3, 4 and 5 seconds when running for 8-12
seconds or for a distance of between 50m and 100m. Compare the distance between
each cone and see how it relates to the distance covered in the rest of the time.
Develop starting and accelerating technique to improve speed over this distance and
longer sprints. Repeat over longer time spans in longer runs, e.g. the distance covered
in a 40-60 second run after 10, 20 and 30 seconds and the distance covered after 30,
60, 90, 120 and 180 seconds in runs of more than three minutes.

Find the Best Run Up Distance For Your
Long Jump
1) Use cones to measure 1, 3, 7, 11, 15
and 19 paces from your jump board
2) Perform jumps from each of your
measured distances to find which run
up distance gives you the best jump
3) Measure your jump from where your
toe touches the jump board to the first
mark made in the sand/on the floor

Leader Notes
ATHLETICS
OBJECTIVES:
consistently perform a legal long jump from their optimum run up distance
where legal long jumps are measured from and to
Easier
- Measure from the take off toe instead of the board
- Use a collapsible triangle/aid in the pit to encourage high and long jumps
- Use visible targets in the pit for Pupils to aim to
Harder
- Use an Umpire to call ‘no jumps’
- Attempt the jump leading from and jumping from the non-dominant foot
- Incorporate combination and triple jumps
Extension
- Explore arm actions throughout jump manoeuvres (e.g. stretching upwards with both arms)
The purpose of this task is to investigate the effect of the length of a run-up on the
distance achieved in a jump. Pupils should measure the distance they jump off the
following run-ups: 1 pace, 3 paces, 7 paces, 11 paces, 15 paces, 19 paces. For the
purpose of the investigation, jumps should be measured from the toe of the jumping
foot to the nearest mark made in the pit. When they have discovered the optimum
distance for their own run-up pupils should work out how to make that run consistent
so that they jump obeying the rules of competition.

Change Your Body Position To Help
Improve Your Throwing Accuracy
1) Standing behind your line, throw a ball
so that it hits each of the targets in turn
2) Repeat (1) changing the position of
your shoulders for every throw
e.g. right shoulder facing forward on the first throw
3) Repeat (1) changing the position of
your feet for every throw
4) Find out which body positions
produced your most accurate throws

Leader Notes
ATHLETICS
OBJECTIVES:
consciously change their body positions before completing a throwing action
how changing the body position during throwing affects performance
Easier
- Use a Leader to physically hold the thrower’s body steady in the adopted position
- Count throws that land within a targets surrounding area
- Use lightly weighted, easy to hold and dynamic throwing objects e.g. tennis balls
Harder
- Only count throws that hit or land on a target
- Only allow progression to the next target once the previous throw is successful in hitting the target
- Use sitting and kneeling in addition to standing throws
Extension
- Use a variety of equipment including non-aero-dynamic flying objects
The purpose of this task is to investigate the relationship between the height or
trajectory of a throw and the distance achieved. Using pushing, pulling and slinging
actions, and a variety of equipment, pupils try to hit targets or markers at varying
distances from the point of throw, e.g. using pulling action and a tennis ball or a
javelin, with markers at 3m, 5m, 7m, 11m, 15m, 20m, etc. Pupils find out how the
position of the body and the position of the feet change as the target gets further away.
Set a target at the near maximum distance and have pupils try to reach it or go further.

Beat the Single Runner!
1) Run a team relay race against one
runner who is running the same
distance on their own
2) By repeating the race, find out
whereabouts the relay runner always
overtakes the single runner
3) The single runner should try to make
the relay team overtake later.
The relay team should try to overtake
the single runner earlier in the race

Leader Notes
ATHLETICS
KS3&4, Intermediate Unit, Core Task 1, sheet 1 of 1
OBJECTIVES:
attempt to run faster even when the body feels exhausted
how and why the body begins to slow after running certain distances
Easier
- Assign varying distances to the relay team depending on their abilities
- Start ahead of a quicker team
Harder
- Add dribbling or a similar skill into the run
- Introduce hurdles
Extension
- Use shuttle runs and circuits as opposed to straight or track runs
The purpose of the task is to find out the critical distance, where the last runner in a
relay team overtakes a single runner. Working in a group, they can take turns to be the
individual runner racing the relay team. Race them over different distances between
100m and 400m. The relay team should share the effort out fairly so that they run
roughly equal amounts of time or distance. When the critical distance is found for one
runner they should see if they can extend it or the relay team can reduce it.

Find Your Best Throwing Position
1) Throw as far as you can:
- turning your body before throwing
- side stepping before throwing
- running up before throwing
2) Try to improve the distance you throw
in each position
3) Decide which style of throw gives you
the best throwing distance

Leader Notes
ATHLETICS
OBJECTIVES:
throw from turning, sidestepping and running positions
the advantages and disadvantages of throwing from the three positions
Easier
- Throw lighter, aerodynamic objects
- Allow to step over the line
Harder
- Incorporate a mixed run and sidestep position
- Use an Umpire to add rules and call ‘no-throws’
Extension
- Throw for height as opposed to distance
The purpose of this task is to discover the effect that a run-up/shift/turn has on
distance and accuracy in a throwing activity or event. Measure the distance achieved
with a specific event or throw with a standing throw, 1 pace, 3 paces, and 5 paces
(where appropriate). Work at improving the distance for each and decide which
approach is best for each style of throw.

Find the Best Run Up Pace For Your Long
Jump
1) Use a cone to measure 5 paces from
your jump board
2) Perform jumps from your measured
distance. Try running with short steps
and then try running with long strides
3) Try running with a mixture of long and
short strides. Use your best run in a
longer run up and measure your jump

Leader Notes
ATHLETICS
OBJECTIVES:
choose a run up style that improves their jumping distance
why different run up styles suit particular types of person
Easier
- Measure from the take off toe instead of the board
- Use discs on the floor for Pupils to try and fit their stride to
- Use a runner alongside the jumper to pace
Harder
- Use an Umpire to call ‘no jumps’
- Attempt the jump leading from and jumping from the non-dominant foot
- Incorporate combination and triple jumps
Extension
- Explore arm actions throughout jump manoeuvres (e.g. stretching upwards with both arms)
- Explore high jump
The purpose of the task is to investigate the effect that stride length in a run-up has on
the distance or height jumped. Use short run-ups of five to seven strides. Try short,
even-length strides; long, even-length strides; and stride patterns with a mixture of
lengths. Select a pattern that works best and then incorporate it into a longer run-up.

Prepare and Participate in an Athletic
Competition
1) Work in a group to prepare as a team
for an athletic competition:
- design the events/activities
- organise the timetable
- organise the judges
- organise the scoring
- supervise the events
2) Select team members to develop Pupil
skills, techniques and fitness for the
events
3) Monitor the preparation progress and
evaluate each team member’s
performance

Leader Notes
ATHLETICS
KS3&4, Advanced Unit, Core Task 1, sheet 1 of 1
OBJECTIVES:
perform an individual role as part of a team, within a time frame
the importance of each element involved in organising an athletics competition
Easier
- Limit the number of events per person
- Use adapted equipment and rules where required
- Race Pupils in ability ‘heats’
Harder
- Run a decathlon or similar for the more advanced Pupils
- Run the preparation time to strict time limit
Extension
- Debrief following the event and give team member’s feedback
- Run a second event using the feedback and experience gained from the first event
- Run an event for a local primary school
Pupils work in groups to prepare as a team for athletic competitions, including
running, jumping and throwing events or activities, designed by them. The
competition should contain a range of events and/or athletic activities that suit the
abilities of those in the group. Pupils challenge another group or groups to
competition, and organise the timetable of events, the judging and the scoring. They
select their team to cover the events appropriately, as well as setting up preparation
programmes that develop skills, techniques and body fitness or condition in order to
take part. They monitor the progress of the preparation programme and the
performances of those in their group.

Improve Athletics Skills with Timed Activities

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