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PRIMARY RESOURCE PACK

A framework for teaching

athletics in schools for
PUPILS AGED 5-12
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INTRODUCTION

What is Aviva Elevating Athletics?

Elevating Athletics is a set of resources designed to place running, jumping and throwing at the heart of school
physical education and to support teachers in delivering athletic activity in an inclusive, exciting and engaging
manner.

Elevating Athletics embraces a child’s natural desire to move. The pack focuses upon running, jumping and
throwing, the building blocks of athletics, which in turn underpin nearly all other sports and physical activities.

Movement skill development is critical in the early years of primary school. Children progress from elementary
to more complex movement patterns and should be able to execute them with increasing efficiency. This
progression is significantly influenced by the child’s early physical education.

By engaging with Elevating Athletics both teachers and pupils can develop increased self-confidence,
competence and a lifelong enjoyment of running, jumping and throwing.

Elevating Athletics is written by physical education experts with extensive experience of teaching and coaching
athletics at school, club and international level.

Elevating Athletics is written to conform to curriculum requirements in England, Northern Ireland, Scotland and Wales.
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INTRODUCTION

What is Aviva Elevating Athletics?

Supporting Principles

Aviva Elevating Athletics is based on the following principles:

• Athletics skills – running, jumping and throwing are fundamental to physical activity
• Athletics skills form the basis for nearly all sports. Mastery of one or more athletics skills is crucial for
exceptional performance
• Every child is entitled to an education which ensures opportunity to acquire, develop and master the
fundamental skills of running, jumping and throwing
• Athleticism supports good health and fitness
• Athletics in schools is for every pupil and should provide opportunities for learning which is fun and
engaging, safe and challenging
• Mastery of skill is more important than measurement of performance. A prime objective is always
improving pupils’ movement quality
• School pupils should have opportunities for enrichment and extension beyond the curriculum
• Athletics is a year round sport which can be enjoyed at any time within the curriculum.
While athletics has traditionally been a summer term sport, September and October are ideal months
to deliver athletics because:
- There are usually World Championships or Olympic Games in late summer which motivate many
pupils to want to participate
- The weather in late summer, early autumn is often better than in late spring and the ground is firm
and good for running on
- Development of athletics competence and improved athletic fitness enhances performance in other
sports and activities
• Dealing with competition and learning to win and to lose are important life skills
• Athletics presents ideal opportunities to compete within controllable parameters
• Athletics lessons should be characterised by:
- Maximum involvement – all pupils fully engaged
- Maximum activity – all pupils active within their own limits
- Differentiated activity – all pupils challenged at an appropriate level
- Pupils taking appropriate responsibility for their own learning; adopting roles such as observer,
coach and time keeper
- Opportunities to improve physical conditioning
- Opportunities to increase understanding of how the body works
- Opportunities to work individually, in pairs, in small groups and as a whole class
- Opportunities to measure and improve upon performance
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INTRODUCTION

Shared Commitment and Partnerships

UKA is wholly committed to supporting the delivery of athletics in schools, and through Aviva Elevating
Athletics teachers will be able to teach athletics with confidence and creativity. UKA has designed these
resources as a tool for teachers to assist them in implementing effective and memorable athletics lessons.
They also aim to encourage schools to foster student ability and to encourage interest so that
students will want to extend their participation by supporting a local athletic club.

An online area of the UKA Academy website contains video footage containing examples of how the activities
can be delivered in a variety of settings and facilities. It also contains technical examples of how to perform the
various events and how to develop specific skills.

Further information is available from the Aviva UKA Academy website: [Link]/academy

Aviva has been the Number 1 sponsor of UKA since 1999, a partnership which was extended in 2007
with a commitment of around £50 million until the end of 2012. As part of their continued support, Aviva took on
the title sponsorship of Elevating Athletics and is contributing significantly to the redevelopment of the resource
in partnership with the co-sponsors NASUWT.

NASUWT is the largest UK-wide teachers’ union and has supported the Aviva Elevating Athletics resource from
the very beginning. NASUWT believes the Union’s investment in the work of UKA and partnership with Aviva
provides an excellent opportunity for all to demonstrate commitment to sport in school and promote its benefits.
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INTRODUCTION

Using Aviva Elevating Athletics

Aviva Elevating Athletics comprises 3 integrated elements:

The written resource
The resource comprises an introduction for teachers and booklets covering 3 main stages: ages 5-7, 7-9 and
9-12. Each is a set of teaching and learning materials organised into cards showing lessons and development
activities. These provide a flexible approach to athletics within a structured physical education curriculum.
The activities can be delivered in their entirety or adapted to suit the specific context of each area,
partnership, school or teacher and the specific needs of each class, and individual pupil.
Each card clearly describes learning outcomes, resources required, practical athletic activities with associated
organisational requirements, ideas for differentiation and key learning points.

Visual Resources
This is an extensive library of video clips that complement the content of the printed materials. The clips are
filmed in several primary schools each with a unique context and different physical education facilities.
They show pupils participating in the activities set out in the resource and provide teachers with teaching tips.
Ideas for organisation, differentiation and inclusion are designed to enhance understanding of the activities.

The benefits of being able to accelerate quickly, sprint faster, sustain running for longer, jump higher and
longer, and throw further and more accurately are often overlooked in the desire to acquire sport specific skills.
The footage also contains a section that highlights how these skills underpin so many other sports.

UKA Teacher Education Courses

These are designed to give further support to teachers and others involved in the delivery of athletics and are
available throughout the UK.
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INTRODUCTION

Lesson Planning

Introduction
The cards suggest how you might teach running, jumping and throwing and integrate athleticism into other
physical education lessons. The lessons can be taught exactly as they appear on the cards; alternatively, the
principles and activities will be integrated into school specific contexts and adapted to meet the precise needs
of groups and individual pupils.

Teaching Styles
It is expected that teachers will use a good range of teaching styles, appropriate to the pupils in the class,
the facilities available and the intended learning outcomes.
To encourage participation:
• Be positive and encouraging
• Adapt activities to enable all pupils to achieve success
• Never humiliate pupils or use athletic activities as punishments (e.g. forcing pupils to run round the
pitch, or giving conditioning activities like press ups or sit ups)
• Use a variety of activities within the same lesson and unit of lessons
• Involve pupils as much as possible; give them a variety of roles
• Encourage pupils to measure success in relation to the acquisition of skills and their own improvement
• Use Aviva Elevating Athletics activities to bring fun and activity to other areas of the curriculum
– some activities for example could be used to make mathematics lessons active and memorable

‘How to’ Cards

These cards can be photocopied by teachers and given to pupils enabling them to coach one another.
They contain short, succinct teaching points for running, jumping and throwing.

Video
The online footage demonstrates lessons being delivered in a variety of settings with pupils of a range of
abilities, aged 5-12 from several different primary schools.
Giving pupils the opportunity to see themselves performing is a powerful learning tool, and for older
pupils, the use of video could be made, enabling them to see their own technique and identify things
to improve.
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INTRODUCTION

Integrating Athleticism

Integrating athleticism into other sports and activities

Running, jumping and throwing are so crucial in most sports and dance that the activities described in the
cards can be used in a wide variety of lessons beyond those labelled ‘athletics’.
Here are some (but by no means all) examples:
SPRINTING JUMPING THROWING ENDURANCE

Cricket Badminton Badminton Dance

Football Basketball Cricket Football
Hockey Dance Football Hockey
Netball Football Netball Rugby
Rounders Netball Rounders Swimming
Rugby Volleyball Rugby Triathlon
Tennis
Volleyball

Multi-Station Activity
Encouraging maximum participation and inclusion is an integral part of retaining pupil interest and
motivation. One way to ensure this is to have a variety of activities taking place simultaneously. Pupils
participate in activities at workstations – spending time at one before moving on to the next.
When setting up a multi-station lesson, all workstations can focus on one event (e.g. jumping) or they can
offer activities from a range of events. The tasks should allow adaptation and variation so that all pupils
can achieve success.
Here is one example for setting up a lesson in throwing for pupils aged 7-9:
Station a = Teacher Activity – Push it, Bounce it
Station b = Pupil Activity – Rainbow Throw
Station c = Pupil Activity – Push Away

Pupil Roles
Many of the activities described require pupils to work in small groups. Generally, pupils should be
grouped by ability, often this can be self selected. In some activities, mixed ability groups are more
appropriate. Unless specified, avoid using large groups as this will reduce the amount of pupil activity.
Group work will usually allow and encourage pupils to adopt a variety of roles such as performer,
leader and coach.

Elevating Athletics and the Curriculum

The use of Aviva Elevating Athletics will ensure that lessons conform to programmes of study for the
physical education curriculum in England, Northern Ireland, Scotland and Wales.
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TEACHERS NOTES

Athletics Pathway

Planning the physical education curriculum and the place of athletics within it is a challenge. Knowing what to
teach at different stages and ensuring progression from age 5 through to age 12 and beyond is important. It is
impossible to be overly prescriptive since children develop at different rates due to complex maturational and
experiential factors.
Appropriate developmental progressions are outlined below. However, the activities attributed to the age
groups are recommendations and should not confine but merely guide planning and practice.

Age 5-7
Successful and positive early experiences of athletic activities foster a child’s desire to develop their movement
skills. Activities here focus on the exploration of fundamental movements, finding and experimenting with
different ways to move at different levels, speeds and directions. Running, jumping and throwing are
expressions of a basic movement vocabulary and safe, enjoyable activities are carried out individually,
with a partner or in small groups.

Age 7-9
During this phase, children become more aware of what their bodies can do and they develop greater ability
to control their actions. They can therefore direct their movements towards more specific athletic purposes.
Running speed will increase along with control over direction and the ability to modify style. Different modes
of jumping can be introduced and movement combinations such as ‘running and jumping’ can be facilitated.
Basic types of throw such as underarm and overarm can be practised and pushing, pulling, slinging and
heaving can be introduced.

Age 9-12
Towards the end of the primary phase, children should show increasingly mature movement patterns.
They can demonstrate confidence and refinement of actions that are fluent, co-ordinated and efficient.
Running faster and over greater distance is possible and a better awareness of pace develops. Obstacle and
relay activities can be developed. Jumping for height, distance and in combinations becomes more possible,
along with the ability to combine running and jumping. Using 4 modes of throw and doing so with increasing
control and power should be apparent.

Age 12
By 12 years of age, most pupils should be able to:
• sprint with control at speed and modify their action to clear obstacles
• sustain running for several minutes
• jump from one leg, achieving full extension at hip, knee and ankle
• throw an implement, from the ‘power’ position, using the legs to push the hips forward before the
shoulders and finally the throwing hand
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TEACHERS NOTES

Athletics Pathway

The following tables outline the learning objectives and hence the progression for each athletic skill for pupils
aged 5-12. The objectives are supported by activities set out in the booklets.

SKILL AREA 5-7 7-9 9-12

Running Travel with control using varying Demonstrate good running posture Run with speed and agility
stride lengths
Adjust running pace smoothly Demonstrate quick reactions and
Run with good posture and balance rapid acceleration
Accelerate and decelerate rapidly
Copy movements of a leader with Accelerate from a variety of static
Run fast over short distances,
co-ordination and control positions
showing awareness of others
Start, stop and change pace with Demonstrate the ability to change
Sprint rapidly over short distances,
control in response to instructions speed
as an individual and as part of a team
Run on a curve with co-ordination
Change direction quickly Sustain jogging and running at a
and control
Respond rapidly to a stimulus consistent pace for a few minutes
Run and change direction,
demonstrating speed and agility Demonstrate good walking posture Sprint over and between obstacles
using consistent stride lengths
Co-operate and compete with Maintain a good running technique
a partner. when sprinting over obstacles State a ‘lead leg’ preference when
sprinting over hurdles
Move quickly to a base in response Co-operate with others in a team
to voice instructions. Accelerate to pass team members
Show awareness of space and the Co-operate with the team
safety of others
Pass a relay baton at speed using
Walk with good posture and balance a ‘push pass’
Complete an obstacle course with Give feedback to a partner
speed, control and agility
Accelerate quickly and run fast to
retrieve an object
Co-operate with others in a team

Jumping Demonstrate various jumps in Demonstrate a variety of jumping Use jumping combinations to move
response to instructions styles around a space
Jump for height with control and Jump for distance from two feet Perform dynamic combination jump
balance to two feet sequences with control
Describe how the use of arms can Perform hop and jump combinations Hop for distance
affect jumping for height with balance and control
Perform triple jump combination
Take off from and land in different Hop, step and jump in the correct sequences with balance and control
positions sequence
Jump for distance from one foot to
Demonstrate control in landing Hop, step and jump with speed
two feet
and balance
Increase ability to jump far
Use a short run to jump from Jump from side to side with balance,
Link multiple step/jump combinations speed and rhythm
one to two feet
with balance and co-ordination
Jump for height from standing Perform a scissor jump from a short
Jump quickly from side to side run-up
showing co-ordination and balance
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TEACHERS NOTES

Athletics Pathway

SKILL AREA 5-7 7-9 9-12

Throwing Perform movements which mobilise Perform an arm conditioning Participate in conditioning exercises
and develop arms and shoulders exercise correctly and team activities
Demonstrate mobility and Throw & retrieve implements safely Demonstrate speed and co-ordination
co-ordination when passing and receiving a ball
Describe how the weight and shape
Throw with speed and agility of an object affects its flight path Demonstrate a dynamic two handed
Apply appropriate effort in order Describe the effect of throwing from push throw
to control an object’s flight sitting, kneeling or standing Demonstrate a controlled pull throw
Throw accurately Demonstrate a two handed push throw action
Throw accurately at raised targets Demonstrate a variety of throwing Perform push throws to reach
techniques a target on the ground
Roll a ball accurately
Demonstrate the sling throw technique Throw for accuracy
Use an underarm action to throw
accurately at a target Demonstrate a forward and overhead Demonstrate a dynamic sling throw
heave throw
Use an underarm action to throw Demonstrate a dynamic heave throw
over increasingly longer distance
Throw for distance
Play as part of a team
Throw with accuracy and speed in
a team activity
Observe a partner and give accurate
feedback
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TEACHERS NOTES

Health and Safety

Certain fundamental precautions must be taken to ensure that the learning and teaching of athletics is safe for
all. This section outlines these but is not definitive. It is assumed that teachers will take full responsibility for
making their athletics lessons as safe as possible. Further advice can be obtained from the Association for
Physical Education: [Link]
A risk assessment should be carried out before conducting athletic activities.

Environment and Surfaces

• Ensure that the learning environment is suitable
• The surface should be level and in a good condition
• Rain, snow and frost can make surfaces hazardous
• Indoor surfaces should be clean and dry

Equipment
• Damaged equipment should not be used
• Equipment should be clean
• Pupils should be encouraged to check the equipment they are using

Clothing and Footwear

• Clothing should allow free movement
• Shorts, track suit bottoms and Lycra leggings are ideal leg wear
• Pupils should remove jewellery and watches
• Footwear should provide good support and traction

Organisation
• The area should be large enough to allow activity without collisions
• Activities should be laid out away from walls and obstacles

Risk assessment templates are available from the UKA website: [Link]
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TEACHERS NOTES

Inclusion

Introduction
Running, jumping and throwing can be enjoyed by pupils of all abilities but activities must be organised to ensure
that all do achieve success. This requires the recognition that pupils have very different needs and careful
thought to be given to good differentiation.
Elevating Athletics suggests how activities can be differentiated and provides variations which will suit some
pupils better than the main activities described. However, the needs of individual pupils should be the most
important consideration when planning and teachers should exercise their professional judgement and
expertise in selecting and modifying activities. Levels of ability and the nature of disability are so broad and
diverse that this resource could not and does not give a comprehensive list of modifications to suit every
individual need. Detailed guidance on teaching athletics to pupils with particular impairments can be found on
the UKA website: [Link]
The following advice will be useful in helping teachers to plan for good differentiation:

Environment and Instruction

• Make the environment as safe and supportive for all pupils as possible
• Areas should be well lit, but not so bright as to cause difficulty (be aware of the position of the sun
relative to pupils)
• Ensure that all pupils can see your face when you are talking to them
• Make instructions clear and brief – be conscious that some pupils will take everything you say literally
• Check that pupils have understood instructions
• Use pupils’ names to gain their attention
• Use visual aids to support teaching points
• Ensure that equipment is clean and brightly coloured. Use large clear fonts on written materials
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TEACHERS NOTES

Inclusion

Learning Support
Adults other than teachers and responsible older students can offer invaluable support in ensuring that all
pupils are fully included in lessons and activities. Make time in advance of lessons to discuss the learning
outcomes and how the support can assist pupils to achieve them. Ensure that, where appropriate, the
relevant medical guidance has been sought in advance of lessons.

Jumping Running
Combination jumping may need to be modified to For most pupils, running is a symmetrical activity
allow pupils with a weakness on one side to where the arms balance the actions of the lower
participate. Encourage pupils to devise their body. An amputee or a pupil with impaired
own modifications. movement may need to modify the ‘usual’ running
Wheelchair users can use single pushes instead of style to maintain balance.
a jump, however, it might be more appropriate and Wheelchair users can participate in many
more satisfying for wheelchair users to continue ‘running’ activities with some straightforward
working on throwing, sprinting or endurance modifications. Ensure that surfaces allow easy
activities than trying to modify jumping activities. rolling and changes of direction. Cones and
Heights and distances to be jumped should be ramps can replace hurdles. Wheelchair users can
matched to the abilities of all pupils. take longer than runners to accelerate from a
stationary start, but can often attain and maintain
higher top speed.
Terms such as walk, jog and run can be replaced
with quarter, half and full effort.

Throwing
Simple modifications can allow almost all pupils to successfully participate in throwing activities. Use a
wide range of implements which give all pupils something suitable to use. Any implement can be varied
by size, weight, shape and composition. Many different pieces of throwing equipment are now available
at reasonable prices. Improvised implements can also be easily made (e.g. a ball inside a long sock as
a modified hammer).
Teachers should ensure that wheelchairs are well secured before users throw.
Chairs can be modified to allow the best possible throwing positions.

Teacher Guidance
A comprehensive and up to date guide on how to deliver athletics to pupils with impairments and
disabilities is available from the Aviva UKA Academy website: [Link]/academy
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TEACHERS NOTES

Warm Ups

Introduction
Children need to develop an understanding of the importance of warming up before and cooling down after
activity so that they maintain good practice throughout their sporting lives. This becomes more important as
children enter adolescence and beyond. At younger ages, the importance of and need for a warm up is less and
little time should be devoted to warming up and cooling down.

Warming Up and Cooling Down

Pupils should develop their knowledge and understanding of warming up and cooling down, however,
where PE time is limited, a warm up can be short and a cool down is unnecessary.
The first activities of each lesson should prepare pupils for the more vigorous activities to follow. Exercises
of increasing speed, range of movement and intensity should be used. These should raise the heart rate
and muscle temperature and prepare the body for what is to follow. Long periods of slow walking and
jogging are not required; instead, fun activities, games, drills and shorter runs with increasing speed
should be used alongside mobilising exercises.
The practice of using static stretches during warm up should be discouraged. There is no evidence that
static stretching before exercise lessens the risk of injury and growing evidence that it impairs
performance, especially in speed activities. Pupils with very limited range of movement should stretch to
improve their flexibility, but this is best done after exercise rather than before.
The Elevating Athletics footage shows a series of appropriate preparation and mobilising activities which
demonstrate current best practice. These can be adapted to suit a primary audience.
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TEACHERS NOTES

Warm Ups

Windmills
• Ask pupils to move around the activity area in a circle. Ensure that there is sufficient space to allow them
to move freely
• When you shout ‘windmills’ all pupils continue to run but swing their arms forwards in circles at the
same time
• When you shout ‘reverse windmills’ they swing their arms backwards at the same time
• When you shout ‘right windmill’ or ‘left windmill’ they swing the relevant arm only

Line Dancing
• Using music considerably enhances this activity
• Pupils stand side by side in lines
• Introduce a simple routine such as the one described
• Keep the transition between each movement fluid so that a routine is developed
• Repeat each movement pattern 8 times (or according to the music):
1) march on the spot
2) two steps forwards then two steps back
3) side shift left two steps, side shift back two steps
4) side shift right two steps, side shift back two steps
5) jump on the spot
6) bounce and kick (repeated jump/hop with a kick)
7) punch arms forwards, sideways and upwards
8) run on the spot with high knees

Touch Tag
• Pupils find a space
• Call out an object or material (e.g. a bench, some
metal, the wall, something red, someone else's
shoe, a white line)
• Each pupil has to touch the object identified
as quickly as possible
• Ask pupils to use different movement styles when
touching the objects
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TEACHERS NOTES

Warm Ups

Statues
• Ask pupils to jog around the activity area in a large circle
• At your command they freeze on the spot
• Anybody moving after your command comes into the middle of the circle and completes a different
movement style
• Continue until everybody is in the centre of the circle

Domes and Dishes

• Place a large number of cones randomly on the ground with half placed the right way up as ‘domes’
and half placed upside down as ‘dishes’
• Split the class into two teams
• The aim of the activity is for one team to turn all cones (or domes) into dishes by turning them
upside-down. The other team has to turn all the dishes back into domes
• Ensure that pupils are aware of others while moving
• On your whistle team members run, skip or jump around the activity area
• Ask the class to stop after one minute. Count the domes and dishes to see which team has the most
• Pupils should bend from the knee when turning cones

Kangaroo
• Pupils jog around a pre-defined space
(minimum 10m square) and on hearing the
following instructions from you, respond with
the actions below:
‘Kangaroo …. over the fence‘
High vertical jump - legs and arms high
in the air
‘Kangaroo …. side to side’
Left and right sided small jumps, feet together
‘Kangaroo …. paws on your head’
Two small jumps forward with hands on head
‘Kangaroo …. fast as you can’
As many small jumps as possible, with
legs together
‘Kangaroo …. slow as you can’
Slow exaggerated jumps, with knees bent,
ensuring a bigger leap and a softer landing
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TEACHERS NOTES

Warm Ups

Run Rabbit
You will need:
2 coloured bibs.
• Identify a playing area (minimum 10m square)
• Choose two pupils to be foxes the other pupils are rabbits
• The foxes wear coloured bibs
• The aim of the game is for the foxes to catch the rabbits
• Rabbits can only jump (not run) away from foxes
• When caught, rabbits should stop and bounce on two feet
• The game is over when the foxes have caught all of the rabbits
• After the foxes have caught all the rabbits, swap bibs and roles and play again

On The Hop
• Ask pupils to balance on one leg for 5 seconds, 10 seconds and 15 seconds. Then ask them to change
legs and repeat
• Then hop on the spot on each leg
• Now divide the class into pairs and one pupil leads the other in a devised sequence of balances,
hops and jumps

In Your Stride
• Establish an area for the class to stride across (e.g. between the sidelines of a pitch)
• Demonstrate a stride to the class and ask them to practise
• In pairs, pupils guess how many strides they think it will take to cross the area
• Both pupils try, one after the other
• Repeat with different distances or changing the length of strides

Steeplechase
• Pupils jog around a designated area (the paddock) like race horses
• On command, pupils should react in the following ways:
Gate! jump as high as possible
Water! take as long a jump as possible
Fall! jump from side to side
Change! change the direction in which they are jogging
Refusal! jump backwards
Win! skip, with knees picked up high - a proud horse
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TEACHERS NOTES

Transition

There is continuity of approach between the primary and secondary Elevating Athletics resources which is
designed to encourage a smooth transition between schools.
Secondary school physical education should build upon the strong foundations laid in primary schools. Physical
education teachers will expect that students can run, jump and throw with confidence and control and will
further develop these fundamental movements while gradually introducing the specific events and disciplines of
the sport of athletics.
The following cards give examples of the activity cards within the secondary resource. These are provided
mainly for information, but teachers of 11 and 12 year old pupils may consider using them in consultation with
secondary schools.
In order to benefit fully from the secondary curriculum, pupils should already be able to:

Running
• Demonstrate an understanding of the principles of warming up and cooling down
• Run and walk for different times and over different distances
• Run and walk at different speeds and over obstacles
• Perform the basics of a good standing start
• Pass objects to each other whilst running
• Demonstrate running with rhythm over obstacles

Jumping
• Demonstrate an understanding of the principles of warming up and cooling down
• Use different take-offs, landings and jump combinations
• Use their preferred take-off foot when jumping for distance, jumping for height and combination jumping
• Jump and take off with different body shapes to discover which is best for jumping for distance,
jumping for height and combination jumping
• Perform a 5-9 strides run up when jumping for distance into a sandpit or for the combination jump
into a sandpit
• Land in a safe low body position and soft kness with the feet under the hips to avoid slipping, unless
landing in a sandpit
• Execute a basic scissor jump (feet to feet)
• Complete a range of challenges to understand and improve performance
• Demonstrate effective arm and leg actions for take-off, flight and landing
• Observe others, commenting on their own and others’ technique, and suggesting simple ways to improve
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TEACHERS NOTES

Transition

Throwing
• Demonstrate an understanding of principles of warming up and cooling down
• Explain the importance of speed, strength and suppleness
• Perform push, pull, sling and heave throws
• Demonstrate two-handed heave throws over one shoulder with the back to the landing area
• Throw for distance and accuracy using different sized and weighted balls, beanbags, rubber quoits and
a quoit on a rope
• Throw from sitting, kneeling and standing to show the importance of the legs
• Start and finish throws in low, medium and high body positions to see which feels best and achieves
the furthest throw
• Throw low to high, slow to fast, use legs before arms and transfer weight from the back foot to the
front foot
• Link a throw with different actions such as a run, jump, step, turn or side step to see which gets the
best result
• Observe others, commenting on their own and others’ technique, and suggest simple ways to improve
• Complete a range of challenges to improve performance

Secondary Sample Cards

The following cards demonstrate the nature of
delivery within a Secondary environment and indicate
some of the competences required at this level.

Running for Speed and Relay

Running at Speed

Endurance
Pacing Your Running

High Jump
Just Jumping

Discus
Slinging
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SPRINTS

Age 11 - 12 Lesson 1 Running at speed

Learning Outcomes Equipment

• Accelerate quickly from a standing start • Cones
• Demonstrate a balanced sprint arm action • Batons

Activities
1 With students in pairs, conduct the Rats and Rabbits activity 8 Students coach one another on these points
2 Remain in pairs lying face down, one behind the other. On ‘go’, 9 Organise a shuttle relay race without batons, 1-2 teams 30m
both race for a line 20m away. Swap roles so that both apart; those about to run lying down with hands just behind
students have a go at being in front the start-line until tapped on the shoulder by their team mate
3 Start groups in waves – ‘1s’ race 20m, then ‘2s’ 10 Review the importance and contribution of the arm action to
fast running
4 In waves, sprint 30m. Experiment with arms:
- overhead
- by sides
- behind back
- completely straight
5 Discuss use of arms and highlight key points – arm balance
and drive
6 Give each pair 2 batons. First student runs on the spot for 10
steps swinging the arms with a vigorous action, then sprint
20m with pronounced arm action (this is not a race)
7 On successive trials stress the importance of:
- baton in front to eye level
- baton past hip behind
- a ‘linear’ (straight-line) arm action
- elbows bent at 90°

Differentiation and Variation

• Vary distances run according to technique and ability
• During the shuttle relay, create a 5m-changeover zone in front of each team, where the batons can be
grabbed by the starter runner, either from i) the floor or ii) the hand
• In sprinting it is important that students run over short distances (10 – 40m)

Learning Point
• Keep shoulders low when accelerating
• Drive the elbows backwards like pistons
• Keep punching forwards (not across the body)
• ‘Hammer nails backwards with fists’
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 14

ENDURANCE

Age 11 - 12 Lesson 1 Pacing your running

Learning Outcomes Equipment

• Discover a suitable pace for sustained running • Running circuit (does not need to be a track,
or track shaped), stopwatch(es)
• Sustain running at that specific pace

Activities
1 Explain the concept of pace and why pace judgement is
important in sustained running
2 Organise students into teams of 4 (ideally of similar ability)
3 Set teams the challenge of running one quarter of the circuit
at a set pace e.g. in 20s. Repeat this with half a circuit in 40s
4 Split teams in half. In pairs attempt to run one whole circuit
in a specified time (second pair to time and monitor).
Swap team roles
5 Review performances and discuss the factors of good pacing
6 Final challenge is to estimate a time (between 4 and 8
minutes) and distance to be covered. Work in groups with
2 running and 2 timing
7 Winning groups are those who finish the chosen distance in
the anticipated time
8 This lesson can be repeated with students aiming to exceed
previous distances covered – the winners being those who
make the most improvements

Differentiation and Variation

• Encourage students to be ambitious but realistic in setting targets – more able can aim to run further
and for longer
• Use walking rather than running for some or all students
• Complete circuits in stages – either quarter or half laps

Learning Point
• It is essential that students are not forced to compare themselves with others in endurance running as this can lead to
immediate de-motivation and lower self esteem. The emphasis must be upon setting and meeting personal challenges
• Students should be encouraged to run further without stopping rather than faster over particular distances
• Encourage students who have difficulty with endurance activities; praise and recognise even small improvements
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 15

HIGH JUMP

Age 11 - 12 Lesson 1 Just jumping

Learning Outcomes Equipment

• Jump high from a short run up • Cones
• Demonstrate the A position • Practice hurdles
• Elastic, uprights with elastic bar

Activities
1 Run around and on whistle, jump high into the air and land
in control. Vary the jump in the following ways: jump off two
feet, jump off one foot, jump off the other foot, land on two
feet, land on one foot, land far from where you took off, land
exactly where you took off, land behind where you took off
2 Students explore what leads to a high jump. Explain and
demonstrate the A position
3 Run around and on whistle, stop and hold the
A position stable for 5 seconds
4 In pairs, students coach each other skipping high,
emphasising the A position
5 Set out cones in figures of 8. Students spread around the
figure of 8. Challenge them to skip as high as possible
aiming for trunk upright, thigh parallel and toes raised
6 Introduce variation: students aim for maximum height
every 2nd or 3rd or 4th skip
7 Continue in pairs - one performing, one observing.
5 Paces
Challenge partners to identify which take off foot results in
higher skips
2m
8 Offer a ‘high five’ to others while skipping round the figure of 8
9 In teams of 4, set up the echelon jumps activity – take off
and land, take off and land 5 times over cones (see DVD)
10 Add an elastic bar at the end of the 5 jumps
11 In small groups see who can jump high over an elastic bar
(landing on feet) – move students between groups to give
ability groupings for next lesson

Differentiation and Variation

• Suspend objects at different heights to touch
• Vary the height of the elastic in the final challenge
• Jump up to touch netball / basketball nets, hoops, boards
• Use mini hurdles, as part of the skipping routines and echelon jumps activity

Learning Points
• A good jump starts with a good run up
• Emphasise the A position: trunk upright, thigh parallel, toes up
• Skipping based on the ‘one-two-hold-one-two-hold’ rhythm (see DVD)
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 16

DISCUS

Age 11 - 12 Lesson 1 Slinging

Learning Outcomes Equipment

• Sling an implement with balance and control • Hoops
• Keep the arm long during the sling throw • Quoits
• Small disci
• Other suitable slinging implements

Activities
1 Class throws outwards from a large square, pentagon
or circle. A throw, B collect
2 In pairs students sling from the following positions:
- sitting, kneeling, standing
- feet together, feet apart, one foot forward
- free style (however they choose)
3 Review and discuss: balance; ability to apply force
(equal and opposite reactions); leg and arm speed
4 Discuss what actions give the best results: using the legs;
releasing high; keeping balanced; keeping arm straight
(a long lever)
5 Practise the power position for a standing discus throw;
identify good performances
6 Throw with the opposite hand; explore which hand leads
to the longest throws

Differentiation and Variation

• Discuss the range of movements for students with limited mobility and the best adaptations
• Ensure that a range of weights and sizes are available
• Investigate what the body must do after release

Learning Point
• Choose an implement that you can control well
• Keep the hand on top of the implement grip
• Lead with the thumb
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 17

TEACHERS NOTES

Giving teachers the tools they need… Helping to develop your skills…

Recognising personal bests… Showcasing tomorrow’s champions…

A first taste of athletics competition… Unearthing talent with a chance of Paralympic glory…

ATHLETE STEPS
PRIMARY & SECONDARY SCHOOL

PLAYGROUND
5-16 YEARS

ATHLETICS CLUB

9 YEARS +

NATIONAL SCHOOL CHAMPIONSHIPS

13 YEARS +
PODIUM

AVIVA GREAT BRITAIN &

NORTHERN IRELAND TEAM 16 YEARS +
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 18

TEACHERS NOTES

Aviva UKA Academy Programmes

A number of development programmes exist to help introduce young people to athletics and retain them in the sport:

Aviva Startrack is a development programme which provides a positive and fun experience to children between
the ages of 8 and 15. During Aviva Startrack events, a range of different athletic events and activities are
presented in a fun, safe environment and young people are encouraged to link to the local club. Aviva Startrack
is designed to be co-ordinated and delivered by a range of groups such as: athletics clubs (as a
reception/induction session), local authorities, community groups (as holiday schemes), schools (as a template
for their PESSCL work), School Sport Partnerships, youth groups and County Sport Partnerships.
[Link]/academy

The Aviva UKA Academy Awards will use personal achievement as the basis for a series of challenges that use three
formats to allow both flexibility and fun whilst addressing core elements of the challenge facing many young people
today, in staying healthy.
There are 3 parts to the scheme which will allow your school or club to maximise a child’s interest irrespective of
their ability or experience.
• Indoor awards (for both Primary and Secondary) offer year round opportunity based on the world-renowned
sportshall athletics programme ensuring that whatever your facility or however much time you have available
awards can be used to motivate, inspire and set forward goals for every pupil.
• Track and Field Awards bring you and the children to the heart of Athletics competition in each of the disciplines
that offer variety, skill learning, excitement and challenge.
• Endurance Awards will aim to meet the challenge of building stamina and offering reward against improvement in
what is the very core of our sport – running. This part of the overall scheme will set down challenges for all ages,
marking progress and developing fitness by setting goals that affect a child’s life both in school and beyond the
school gate.

Aviva Sportshall is an exciting indoor version of track and field athletics that includes a full range of running,
jumping and throwing events. Using modified equipment, it encourages the expression of fundamental
movement skills, and is an ideal way of keeping winter training fun and enjoyable. Sportshall can be delivered in
Primary and Secondary school contexts. Many School Sport Partnerships and Competition Managers have
integrated the competition programmes into their annual calendar.
Aviva Sportshall is an annual competition programme helping emerging athletes to develop their skills. The
Aviva UK Championship incorporates a series of regional and national events contested by county teams. These
events are a progression from the many local Sportshall Athletics competitions that take place during the winter.
These regional and national events then culminate with the prestigious UK Final.
[Link]
[Link]/academy
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 19

TEACHERS NOTES

Signposting

Enhancement and Extension

Pupils will enjoy running, jumping and throwing in school and want opportunities to explore and develop
their athleticism and maybe to experience more formal competition.
Out of school hours clubs, Sportshall athletics, schools athletics competitions and Aviva Programmes all
give such opportunities. Pupils who are particularly committed should be directed to athletics clubs with
good provision for juniors and a clear long-term athlete development policy.

Athletics Bodies
UKA is the National Governing Body for the sport of athletics in the UK. UKA works in partnership with the
Athletics Federations of each of the home countries. Details of UKA and links to the home country
websites can be found at: [Link]

Teacher and Coach Education

Teacher Education
UKA offer 2 one day courses:
Certificate in teaching athletics in primary schools
Certificate in teaching athletics in secondary schools
In addition, courses can be tailored to meet the specific needs of teachers, schools or other organisations.
Such courses could cover teaching methodology, specific event groups, particular grassroots schemes
(e.g. Sportshall athletics) or particular issues (e.g. inclusion).
For detailed information on course content and how to organise courses visit the home country athletic
association websites:
[Link]
[Link]
[Link]
[Link]
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 20

TEACHERS NOTES

Other useful contacts

The Youth Sport Trust is a national charity established to build a brighter future for young people in sport.
The Trust develops and implements, in close partnership with other organisations, quality physical education
and sport programmes for all young people in schools and the wider community. It manages the School Sports
Network, delivers national programmes and manages the UK School Games – the new schools competition
established in 2006.
[Link]

The Association for Physical Education (AfPE) is an organisation representing people and agencies that deliver
or support the delivery of physical education in schools and in the wider community. It aims to promote and
maintain high standards and safe practice in all aspects of physical education, influencing developments in
physical education at national and local levels. It provides professional support for its members and the
teaching profession through quality assured services and resources, including CPD courses.
[Link]

Facilities
If you are planning to develop athletics facilities please contact UKA. Information can be gained
in relation to facility maintenance, track certification, equipment requirements and facility dimensions.
[Link]

Competition
The National Schools Competition Framework
In partnership with competition providers and the Youth Sport Trust, UKA has developed a competition
framework which signposts appropriate competition opportunities for school age students. Details of the
competition framework can be found at:
[Link]/page/frameworks/[Link]
Key elements of the framework are:
Multisport, multiskill and multi event competitions
Sportshall Athletics
School athletic events at local, county, regional and national level
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 21

TEACHERS NOTES

Running

Introduction
The running section in each brochure outlines basic running technique. It presents learning objectives for
pupils and suggestions for teachers on how to achieve these objectives working with restricted time,
space and equipment.
The activity cards support the achieving of learning objectives. They contain basic technical advice for running
and a range of activities designed to improve pupils’ skills. They will also support the further development of
fundamental movement skills such as agility, balance and co-ordination.

The teaching objectives are to develop:

• Quick reactions and rapid acceleration
• Running with balance and control
• Sustained running
• Running over obstacles

How to : Teaching Tips

• Run as tall as possible
• Drive the arms back like pistons
• Lift your knees high
• Pick your heels up and under you
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 22

TEACHERS NOTES

Jumping

Introduction
The jumping section in each brochure outlines basic jumping technique. It presents learning objectives for
pupils and suggestions for teachers on how to achieve these objectives working with restricted time,
space and equipment.
The activity cards support the achieving of learning objectives. They contain basic technical advice for jumping
and a range of activities designed to improve pupils’ skills. They will also support the further development of
fundamental movement skills such as agility, balance and co-ordination.

The teaching objectives are to develop:

• Jumping off two legs and one leg
• Combining different jumps in one movement sequence
• Taking off following a run-up
• Taking off with the body fully extended at hip, knee and ankle

How to : Teaching Tips

• Run-up in control
• Keep your body tall
• Lift the free knee up high
• Straighten the knee and ankle quickly
at take off
• Use your arms to help
Teachers_Notes:Teachers Notes 25/05/2010 14:55 Page 23

TEACHERS NOTES

Throwing

Introduction
The throwing section in each brochure outlines basic throwing technique. It presents learning objectives for
pupils and suggestions for teachers on how to achieve these objectives working with restricted time,
space and equipment.
The activity cards support the achieving of learning objectives. They contain basic technical advice for throwing
and a range of activities designed to improve pupils’ skills. They will also support the further development of
fundamental movement skills such as agility, balance and co-ordination.

The teaching objectives are to develop:

• Effective throwing from a standing position
• Using the legs to generate power in the throw
• Rotating the hips forward before the shoulders during throwing

How to : Teaching Tips

• Use your legs to give you power
• Start with your weight on your
back foot
• Push your hips forward fast
• Keep your shoulders back while
your legs are pushing
• Use your shoulder, then your arm,
then your hand
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 1

RUNNING

Age 5 - 7 Big steps, small steps

Learning Outcomes Suggested Resources

• Travel with control using varying stride lengths None required

Activities
1 Pupils spread out around the playing area. Highlight
the need to be aware of others
2 Pupils start travelling around the space
3 On your instruction “big steps”, pupils should travel
with long strides
4 On your instruction “small steps”, pupils should travel
with short strides
5 Alternate instructions so that pupils become familiar
with both
6 Pupils can travel in the following ways:
- Walking forwards, backwards, sideways
- Jogging
- Skipping
- Running

Variations
1 Pupils work with a partner trying to match size of steps

Differentiation
• Gradually increase the change in movement range, and vary the speed of the various activities

Learning Point
• “Push harder with your legs to take bigger steps”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 2

RUNNING

Age 5 - 7 Can you be?

Learning Outcomes Suggested Resources

• Control movement in response to • DVD or photos of moving animals
specific instructions

Activities Variations
1 Look at images and discuss the ways different animals move 1 - A monkey - An ostrich
2 Identify useful descriptive words: slither, crawl, gallop, spring - An elephant - A frog
3 Pupils move using these actions - A crab - A dog chasing his tail
- As fast as a cheetah - A snake slithering
4 Once the movement skills have been identified, pupils change
the way they move when you ask the question: - As tall/graceful as giraffe - As quick/quiet as a mouse
“Can you be a…?” - A cat stretching - A kangaroo
5 Pupils choose an animal which a partner guesses - A penguin

Differentiation
• Pupils select an animal they feel able to imitate

Learning Point
• “Make your different movements carefully and clearly”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 3

RUNNING

Age 5 - 7 Beanbag balance

Learning Outcomes Suggested Resources

• Walk and run with good posture and balance • 1 beanbag each
• Cones

Activities Variations
1 Pupils place a beanbag on their head 1 Slalom between cones
2 Travel around the room balancing the beanbag 2 Challenge pupils to:
3 Encourage pupils to keep their chins up and look straight - Turn around (with increasing speed)
ahead – be aware of other pupils - Touch the floor and stand up straight
- Sit down and stand up
4 Ask pupils what they can do to keep the bean bag on
their heads - Jump and land
5 Move at different speeds 3 Use 2 beanbags
6 Change direction 4 Balance beanbag on a different part of the body

Differentiation
• Use objects that are easier or harder to carry, allow pupils to carry the object in their hands

Learning Point
• “Pull your shoulders back to keep very tall”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 4

RUNNING

Age 5 - 7 Follow the leader

Learning Outcomes Suggested Resources

• Copy movement of a leader with co-ordination • Music
and control

Activities Variations
1 Pupils start in a line behind the teacher or other ‘leader’ 1 Pupils work in pairs and then small groups taking turns
as leader
2 Leader moves in different ways (e.g. changing direction,
speed, footwork, arm actions and height). Pupils follow 2 Pupils face the leader and copy the movements as though
and copy the movements. Gradually increase intensity of they are a mirror image. (Music particularly enhances
movement this activity)
3 Ask pupils about movements they have seen sports people 3 Encourage movement in different directions, speeds, levels
perform; use these and pathways
4 Pupils choose movement skills that they find challenging

Differentiation
• Vary the complexity and speed of the movement patterns

Learning Point
• “Make sure you copy your partner’s movement in exactly the same way”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 5

RUNNING

Age 5 - 7 Traffic lights

Learning Outcomes Suggested Resources

• Start, stop and change pace with control in None required
response to instructions
(red spot, amber spot, green spot – optional)

Activities Variations
1 Discuss traffic lights and their meaning 1 Use coloured lights or cards
2 Explain the response required 2 Add additional colours with new meanings
- Red – stop (e.g. blue – jump, purple – spin)
- Amber – run on the spot
- Green – run round the room
3 Call out colours in a random order
4 Pupils work in pairs taking it in turns to call out the
colours for their partner to respond

Differentiation
• Extend the running time for some pupils, allow more stops for others

Learning Point
• “Pick your feet high off the floor when you’re running”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 6

RUNNING

Age 5 - 7 Rainbow run

Learning Outcomes Suggested Resources

• Run on a curve with co-ordination and control None required

Activities Variations
1 Pupils stand (or sit) in a circle 8-12m across 1 Give each pupil a coloured beanbag
2 Give each pupil a colour from the rainbow (maximum 5 2 Pupils walk, skip, side-step etc.
colours). They should not be next to someone who has the 3 Alternative ‘labels’
same colour
- Animals
3 Check that pupils know their colour - Numbers (with some simple arithmetic,
4 Explain that when a colour is called, anyone with that e.g. “pupils who are 4+3”)
colour should run around the circle back to their own space - Shapes
(clarify the direction of running) - Flowers
5 Call colours out at random (there is no need to wait until all - Any other topic with cross-curricular relevance
pupils of one colour are back in their places before calling 4 Run in the opposite direction and/or change direction
out the next colour) during the run on command
5 Use different sized circles

8-12m

Differentiation
• Vary the group size and colour range
• Adapt the method of movement round the circle

Learning Point
• “Try to lean ‘naturally’ into the bend”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 7

RUNNING

Age 5 - 7 Cat and mouse

Learning Outcomes Suggested Resources

• Run and change direction, demonstrating • 1 coloured band or TAG rugby belt per pair
speed and agility
• Co-operate and compete with a partner

Activities Variations
1 Pupils work in pairs; each pair has a coloured band 1 Change the movement:
(or TAG belt) Walking
2 One pupil (the mouse) tucks the band into the back of the Skipping
waistband of their shorts, so that it hangs like a tail Jogging
3 The aim of the game is for the cat to steal the tail from the Running
mouse at which point, pupils swap roles 2 Vary the lengths of the tail (shorter is harder)
4 Stop the game at regular intervals to ensure that everyone 3 Pair pupils of similar ability
is both cat & mouse

Differentiation
• Adjust the size of the playing area

Learning Point
• “Change speed and direction by leaning in the direction you wish to move at the same time as pushing your feet in the
opposite direction”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 8

RUNNING

Age 5 - 7 Touch base

Learning Outcomes Suggested Resources

• Move quickly to a base in response • Many different coloured soft plastic cones
to voice instructions or rubber spots
• Show awareness of space and the safety of others • Word, number or picture cards

Activities Variations
1 Place the coloured cones or spots around the playing area 1 Use existing different coloured lines as bases
2 Pupils jog between them 2 Move in different ways between the bases
(walking, skipping, etc.)
3 On hearing a colour called, pupils run quickly to the
nearest available cone/spot and freeze 3 Limit the number of pupils allowed at each base,
encouraging pupils to get to a base as quickly as possible
and be aware of others around them
4 Add topical words, pictures or numbers to cones
5 Set up some cones with greater distance between them

Differentiation
• Vary the number of pupils in each “game”
• Increase or reduce the number of bases; use large chalk circles instead of cones
• Call out a sequence of colours, e.g. red, blue, green

Learning Point
• “Tighten your muscles to freeze quickly”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 9

RUNNING

Age 5 - 7 Beanbag relay

Learning Outcomes Suggested Resources

• Accelerate quickly and run fast to retrieve an object • At least 1 beanbag per pupil
• Co-operate with others in a team

Activities Variations
1 Place one beanbag per pupil along a straight line 1 Have more beanbags than pupils; continue until all are
collected. Challenge is to collect most beanbags
2 Organise pupils into teams of 3 to 5 and line them up
opposite the beanbags 2 Pupils run in pairs to collect beanbags. The next 2 runners
go when the previous pair is back
3 Each member of the team runs as quickly as possible to
pick up a beanbag and bring it back to the team; then the 3 Set a class challenge: all bean bags back in the shortest
next runner can go possible time
4 Relay ends when all members of the team have brought
back one beanbag

3-5m

Differentiation
• Place beanbags at different distances from the start line: teams decide which pupils should
collect which beanbags

Learning Point
• “Move your legs quickly to run fast”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 10

RUNNING

Age 5 - 7 Obstacle course

Learning Outcomes Suggested Resources

• Complete an obstacle course with speed, • Mats
control and agility
• Mini hurdles
• Hoops
• Cones

Activities Variations
1 Set up obstacle courses using available equipment 1 Set up a number of different obstacle courses; pupils can
try each one
2 Walk pupils round the course, experimenting with how
best to complete the tasks 2 Run obstacle courses as relay races with pupils starting
when the previous runner has completed the course
3 Line groups of 3 to 5 pupils opposite the obstacle course
3 Set courses with varying levels of challenge
4 Each member of the team completes the obstacle course
as quickly as possible
5 Decide a safe point at which the next pupil can begin
the course e.g. when the previous pupil is past the
third obstacle

Differentiation
• Set up parallel activities round the course, of varying degrees of challenge: allow pupils
to select their own course

Learning Point
• “Use your arms to help you to balance”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 11

JUMPING

Age 5 - 7 Animal jumps

Learning Outcomes Suggested Resources

• Demonstrate various jumps in response None required
to instructions

Activities Variations
1 Ask pupils which animals can jump 1 Kangaroo (hands off floor)
2 Decide how best to imitate those movements 2 Rabbit (hands - feet: small fast jumps)
3 On the command: “Jump like a …” 3 Frog (big jumps)
pupils adopt that jumping style 4 Deer (long strides)
5 Horses (up and over)

Differentiation
• Adapt the number of jumps pupils perform, and the height which they jump

Learning Point
• “Use your arms to reach up high”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 12

JUMPING

Age 5 - 7 Touch the teddy

Learning Outcomes Suggested Resources

• Jump for height with control and balance • Photos of teddies or real teddies

Activities Variations
1 Place photos of teddies at different heights 1 Nominate parts of teddy to be touched,
(above reach height of the pupils) i.e. head, paw, nose
2 Pupils jump up and try and touch the photos of the 2 Suspend real teddies from a beam or similar apparatus
teddies with their hands 3 Pupils attempt to jump with a short run-up
4 Pupils can be guided to the higher or lower teddies
according to their height or ability

Differentiation
• Set up different sizes of teddies, with an appropriate range of heights

Learning Point
• “Bend your knees and push hard with your legs”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:38 Page 13

JUMPING

Age 5 - 7 Change arms

Learning Outcomes Suggested Resources

• Describe how the use of arms can affect • Mats
jumping for height

Activities Variations
1 Pupils work in pairs and spread out in the space available 1 Pupils experiment with:
2 Take turns to jump as high as possible with arms in the - The effect on height of swinging just one arm up
different positions - The result of swinging arms across from one side
3 Partners watch and decide which arm position is the of the body to the other
most effective:
- Arms at the side - Swing arms from low to high
- Hands on hips - Arms swinging slowly
- Hands on head - Arms swinging fast

Differentiation
• Pupils explore the range of options that best suit their needs

Learning Point
• “Think about the best time to use your arms, just after you have pushed off with your legs”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 14

JUMPING

Age 5 - 7 Feet first

Learning Outcomes Suggested Resources

• Take off from different positions • Mats
• Demonstrate control in landing • Bean bags or cones

Activities Variations
1 In pairs, pupils take turns to jump using the following take 1 Use different coloured cones to assist with comparisons
off and landing positions:
- two feet to two feet
- one foot to one foot
- one foot to two feet
2 Partners use a bean bag to mark different take off and
landing positions
3 Which combination of the different jumps produces
the longest distance?

Differentiation
• Vary the complexity and number of combination jumps

Learning Point
• “Make sure your feet are flat on the floor when you land, bend knees to cushion landing”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 15

JUMPING

Age 5 - 7 Jump the stream

Learning Outcomes Suggested Resources

• Increase ability to jump far • Mats
• Chalk or tape

Activities Variations
1 Place two sets of mats in a long, narrow V shape 1 Mark the river with tape or chalk
2 Explain that the gap between the mats is the stream 2 Place mats in one long strip with double width mats at one
and that pupils need to jump across the stream without end. Mark out the banks of the stream using chalk or tape
‘getting their feet wet’ 3 Pupils should be encouraged to select their own starting point
3 Starting towards the narrow end of the stream, pupils work 4 Pupils can jump from further away from ‘the bank’
gradually towards the wider end, thus jumping further
5 Jump off one leg
6 Jump off the other leg

Differentiation
• Set up streams with both narrow and wide banks

Learning Point
• “Jump further by: - leaning forward when you take off - swinging your arms fast - straightening your legs quickly”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 16

JUMPING

Age 5 - 7 Ladders

Learning Outcomes Suggested Resources

• Link multiple step / jump combinations with • Agility ladders or chalk
balance and co-ordination
• Spots or cones

Activities Variations
1 Divide the class into groups of 4 1 Use grids or lines as an alternative
2 Mark an area where pupils can perform a sequence 2 Pupils take turns to make up a sequence for others to copy
of 6 evenly spaced steps/jumps 3 Pupils call out instructions for others to follow, using the
3 Pupils take it in turn to explore different ways of travelling following commands in any order: same, other, both
along the ladder 4 Change the number of movements made (3-6)
4 Start with simple sets of steps, hops or jumps and progress
towards combination sequences
5 Encourage greater speed and rhythm

Differentiation
Differentiation
• Use chalk lines to vary the size and number of spaces in the ladder

Learning Point
• “Imagine your legs are springs”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 17

JUMPING

Age 5 - 7 Line bounce

Learning Outcomes Suggested Resources

• Jump quickly from side to side showing • Mats and tape
co-ordination and balance
• Chalk or marking strips

Activities Variations
1 In pairs, identify a bouncer and a counter 1 Use a mat if available
2 The bouncer stands with both feet on one side of a line 2 Pupils jump side to side with a partner trying to keep
in time with one another
3 On the command “go”, bouncers jump sideways across the
line and back as many times as possible until the teacher 3 Pupils take turns doing 10 bounces each and see how many
blows the whistle (after 10 seconds) sets they do in a set time (1 minute)
4 Partners count the bounces and tell their partner 4 Use a low obstacle to cross instead of a line
5 Swap roles

Differentiation
Differentiation
• Adapt the method of travel, such as a step across the line

Learning Point
• “Imagine the floor is very hot so bounce quickly”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 18

THROWING

Age 5 - 7 Flying birds

Learning Outcomes Suggested Resources

• Demonstrate mobility and co-ordination None required

Activities Variations
1 Ask pupils to jog on the spot with their arms out straight 1 Ask pupils to circle their arms
to the side 2 Pupils can follow a leader around the space
2 On the command “flapping birds” pupils move their arms 3 Ask pupils to name different birds and imitate how they
up and down, keeping them straight while still jogging might fly: e.g. eagle - slow and graceful,
3 On the command “flying birds” pupils jog around the space humming bird – very fast
with their arms stretched out to the side, gently moving 4 Demonstrate a sequence of moves imitating a flight
them up and down
4 Fly in small ‘flocks’
– but be careful not to collide with others

Differentiation
• Change activity speed; levels (flying high or low); complexity of directions and pathways

Learning Point
• “Stretch your hands as far apart as possible”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 19

THROWING

Age 5 - 7 Arms high arms low

Learning Outcomes Suggested Resources

• Perform movements which mobilise and None required
develop arms and shoulders

Activities Variations
1 Ask pupils to jog on the spot 1 Other commands (ensure pupils are well spaced):
2 On the command “hands high” pupils punch their hands - rotate the arms forwards and backwards
alternately upwards - hands forward
- hands wide
3 On the command “hands low” pupils should punch their
hands alternately downwards - one up, one down

4 Pupils keep jogging at all times 2 Pupils create a sequence of arm movements
3 Change jogging to skipping

Differentiation
• Vary the speed and range of movement
• Change the initial activity from standing still to moving fast

Learning Point
• “Extend your arms when you complete each action”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 20

THROWING

Age 5 - 7 Flying sponges

Learning Outcomes Suggested Resources

• Throw with speed and agility • 20 – 40 sponge balls
• Pompoms or other similar lightweight items

Activities
1 Divide the playing area into equal halves
2 Scatter equal number of sponge balls in each half
3 Divide equal number of pupils between each half
4 Explain that each team is trying to get as many sponge
balls as possible into the other half
5 Pupils must be aware of others and avoid collisions
6 On the whistle pupils start to throw sponge balls into
the other side
7 Pupils must throw only one at a time
8 Play for a maximum of one minute
9 On the second whistle pupils immediately freeze and stop
throwing
10 Count the sponge balls in each half. The winning team has
the least sponge balls in their half
11 Repeat two or three times

Variations
1 Put a net across the half way line
2 Play a mini tournament to best of 3 or 5 games
3 With sufficient space, play 2 or 3 games simultaneously

Differentiation
• Use sponge balls of various sizes
• Zone the playing area so that some pupils (stronger throwers) stay nearer the back and throw further

Learning Point
• “Throw with your opposite foot forward to your throwing hand (i.e. right hand throw, left foot forward)”
• “Elbow high and arm pulled from behind”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 21

THROWING

Age 5 - 7 Slider

Learning Outcomes Suggested Resources

• Apply appropriate effort in order to control • Bean bags
an object’s flight
• Hoops
• Throw accurately
• Chalk

Activities Variations
1 Issue beanbags to pairs, facing each other across 1 Increase the distance between pupils
a distance of 5 to 10 metres 2 Slide beanbag
2 Slide the beanbag across the floor so that it stops just - along a line
in front of partner’s feet - to stop closest to a wall
- into a chalk target
3 Throw beanbag underarm
4 Try with eyes closed
5 Try from sitting / kneeling / standing

Differentiation
• Introduce a time element as an additional challenge
• Vary the size of the chalk target

Learning Point
• “Throw with your opposite foot forward to your throwing hand (i.e. right hand throw, left foot forward)”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 22

THROWING

Age 5 - 7 Roll a goal

Learning Outcomes Suggested Resources

• Roll a ball accurately • 12 – 16 cones
• 6 - 8 tennis balls or other small balls

Activities Variations
1 Divide the pupils into groups of 4 1 Use 2 additional cones to place a narrow gate within the
wider gate: score 3 points when the ball goes through the
2 Give each group 1 ball, and 2 cones to set up a small ‘goal’
narrow gate and 1 point for the wide gate
with one pair on either side of the goal (3-6m away)
2 Add individual scores together to give a team score
3 In turns, pupils roll the ball back and forward through
the gate 3 Vary width of gates and distance from them
4 Outside, use larger balls and use one or two hands

5-10m

Differentiation
• Vary the size of the ball used
• Set up activities so pupils can use existing lines as a guide, i.e. netball pitch markings

Learning Point
• “Keep your eyes focused on where you want the ball to go, and swing your arm from the back to the front”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 23

THROWING

Age 5 - 7 Skittles

Learning Outcomes Suggested Resources

• Use an underarm action to throw accurately at • Sets of skittles or tall, light-weight cones
a target
• Tennis, rounders or other small balls
• Use an underarm action to throw over
increasingly longer distance

Activities Variations
1 Give each group of 4 a set of skittles and a ball 1 Use cones
2 Each pupil has 2 attempts to knock over as many skittles as 2 Add individual scores together to give a team score
possible using an underarm bowl from 5m away 3 Increase spacing of skittles and distance bowled
3 Other pupils retrieve the ball and stand up skittles once
each player has taken 2 attempts
4 Swap places in turn

3-10m

Differentiation
• Vary the size of the ball used in the activity
• Allow different methods of throwing

Learning Point
• “Keep your eyes focused on where you want the ball to go, and swing your arm from the back to the front”
• “Swing arm from further back to make ball go further/harder”
PrimaryBrochure_5to7yr:Primary 5-7 24/05/2010 15:39 Page 24

THROWING

Age 5 - 7 Feed the animals

Learning Outcomes Suggested Resources

• Throw accurately at raised targets • Large pictures of animals
• Beanbags

Activities Variations
1 Place large pictures of animals at varying heights on a wall 1 Pupils throw:
with no windows - under-arm
2 Stand groups of 4 pupils opposite a picture - over-arm
3 Pupils feed the hungry animals by throwing them some ‘food’ 2 Increase distance from the wall
4 Each child takes it in turn to throw their beanbag to 3 Place pictures higher
the animal 4 Outside, use light balls as well as beanbags
5 Rotate groups so that they try to feed all the animals 5 Outside, use large cardboard cut-outs placed on the ground
at various distances

Differentiation
• Vary the size of the picture

Learning Point
• “Throw with your opposite foot forward to your throwing hand (i.e. right hand throw, left foot forward)”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 1

RUNNING

Age 7 - 9 Run tall

Learning Outcomes Suggested Resources

• Demonstrate a good running posture • Cones

Activities
1 Identify the activity area
2 Pupils spread out and jog around the space
3 On the command “run high” pupils assume a tall body
position as they run
- on balls of the feet
- picking feet up high
- head held high
4 On the command “run low” pupils run in a crouched position
- flat feet
- head low
5 Continue to alternate commands with increasingly longer
spells of ‘tall running’
6 Discuss the difference and why it is important to run tall

Variations
1 Pupils work in pairs, taking turns to call out the commands
2 Set out cones. Pupils alternate running tall and crouched
running as they move from one cone to the next
3 Also use the following commands:
- walk - skip
- jog - sprint
- sidestep

Differentiation
• Vary the movement speed – if space allows
• Accept variety in the range of movement, particularly the extent to which pupils are able to run
on the balls of the feet

Learning Point
• “When you run tall, run with your back straight, keep your head up and look forward”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 2

RUNNING

Age 7 - 9 Gears

Learning Outcomes Suggested Resources

• Adjust running pace smoothly None required
• Accelerate and decelerate rapidly

Activities Variations
1 Discuss the concept of gears and decide what number 1 Pupils work in pairs (with a partner capable of similar
gear relates to what type of movement, e.g. 1 - walking, running speed) taking turns as the pace setter
2 - jogging, 3 - striding, 4 - sprinting 2 Pace setter moves around the space, calling out the gears
2 Pupils spread out and move at the correct pace when each and changing pace
gear number is called out, trying to change pace smoothly 3 Partner attempts to match their pace
3 Instead of gradual change of pace, try to speed up quickly, 4 Organise pairs and use a line of cones to indicate when a
i.e. jogging to sprinting
change of speed is required
5 Vary the sequence (e.g. 1 to 4 etc.)

3-5m

Differentiation
• Vary the complexity of speed changes, 1 to 4 is more demanding than 1 to 2

Learning Point
• “Make sure you change your arm speed as well as your leg speed”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 3

RUNNING

Age 7 - 9 Shark tag

Learning Outcomes Suggested Resources

• Run fast over short distances, showing awareness • 6 large mats
of others

Activities Variations
1 Place one mat towards each corner of the playing area (to 1 Mats can be placed anywhere around the space and on the
represent islands) and two together in the centre of the command “change” all pupils change mats
space (to represent a ship) 2 Change the mode of travelling (e.g. skipping, hopping)
2 Nominate four pupils as sharks who can move anywhere 3 Play outside using greater distances
between the mats
4 Use chalked areas rather than mats
3 Other pupils stand on the ‘ship’
4 On the command “abandon ship” the pupils on the ship run to
one of the islands without being ‘caught’ (tagged) by a shark
5 Anyone caught becomes a shark and everyone else
“swims” back to the ship to start the game again
6 Continue until everyone has been caught
7 Repeat using different sharks

Differentiation
• Vary the number of sharks; simplify the method of travel e.g. walking

Learning Point
• “Be aware of others around you, keep your weight on the balls of your feet so you can change direction quickly”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 4

RUNNING

Age 7 - 9 Shuttle run

Learning Outcomes Suggested Resources

• Sprint rapidly over short distances • Stop watch
• Change direction quickly • 2 markers per pair

Activities Variations
1 In pairs, pupils place two cones 10 strides apart 1 Vary the length of time
2 Pupils count how many shuttles their partner can run 2 Increase or reduce the distance between cones
between the cones in 10 seconds 3 Touch each cone as you turn
3 Change over 4 Run around the cones
4 Repeat for 15 and 20 seconds 5 Stop during each lap to perform an exercise
(e.g. a press up or 3 star jumps)
6 Set a class challenge for the most number of shuttle runs
in a minute

15m
14m
13m
12m
11m
10m
9m
8m

Differentiation
• Vary the group size, allow for greater rests in between subsequent runs

Learning Point
• “Make sure you drive your arm hard, backwards and forwards when you accelerate”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 5

RUNNING

Age 7 - 9 Dice relay

Learning Outcomes Suggested Resources

• Sprint short distances as part of a team • A large dice
• Respond rapidly to a stimulus

Activities Variations
1 Set up teams of 4. Place them opposite cones 10m apart 1 Change the type of movement: walking, skipping, galloping etc.
2 Roll the dice, call out the score 2 If space allows, the number rolled determines how many
pupils run one shuttle all together
3 Teams run that number of shuttles e.g. if a 3 is rolled,
three pupils should run, one after the other
4 On the next roll the fourth person in the team will be the
first to run
5 Continue until all have run several times

10m

Differentiation
• Vary the group size, and distance between cones
• Allow for greater rests in between subsequent runs

Learning Point
• “Keep your shoulders down when accelerating from standing still, leaning in the direction you wish to move”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 6

RUNNING

Age 7 - 9 Around the world

Learning Outcomes Suggested Resources

• Sprint over short distances • Cones marked with compass points
• Make a rapid decision to run in a particular • Other topical words or numbers
direction

Activities Variations
1 Mark cones with the points of the compass (North, South, 1 Include more compass points e.g. NE, SW
East and West) and place them appropriately around the 2 The space depicts Great Britain; place markers
activity area
to represent countries/cities and their geographical
2 Pupils start in the centre and run to the point of the relationship to Britain
compass called 3 As above but for Europe or the World
3 Call a sequence of points to visit, travelling round the 4 Label cones to encourage problem solving in other
cones where appropriate, e.g. East, South, North, West
curriculum areas. e.g. numbers on cones could be answers
4 Split the class into groups and call “1s north, 2s south” etc. to simple sums

North

East
West

South

Differentiation
• Vary the complexity of the sequence; set a problem and insist on thinking time
of 3-5 seconds before saying go

Learning Point
• “Be aware of others around you, keep your weight on the balls of your feet so you can change direction quickly”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:40 Page 7

RUNNING

Age 7 - 9 Squirrels

Learning Outcomes Suggested Resources

• Run over short distances and change • Hoops
direction quickly
• Lots of beanbags
• Make decisions to help a team
• Stopwatch

Activities Variations
1 Organise into teams of four 1 Extend the game to “Cheeky Squirrels”
2 Explain that: pupils are squirrels collecting nuts 2 Once all the bean bags have been collected from the centre,
(beanbags) to store in their tree (hoop) for the winter squirrels have one minute to ‘steal’ nuts from each other
3 Place all the nuts in the centre of the space; each team 3 Squirrels continue to run one at a time, but now they
lines up behind their tree choose to collect nuts from any other tree. They still only
take one nut at a time and must place it in their own tree
4 On the command “go” one pupil from each team runs to
before the next squirrel can go to find another nut
collect one nut and return it to their tree
5 As soon as the nut is in the tree the next pupil runs to
collect a nut
6 The game ends when there are no nuts left in the centre,
the winning team is the one with the most nuts in their tree

Differentiation
• Vary the method of travel between trees and nuts
• Award extra bonus points for “fair play”

Learning Point
• “Run like a squirrel with light, fast and quiet movements”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 8

RUNNING

Age 7 - 9 Hurdles relay

Learning Outcomes Suggested Resources

• Maintain a good running technique when • Soft Plastic Cones
sprinting over obstacles

Activities Variations
1 Organise into teams of four 1 Make the obstacles longer by using two or three cones
side by side
2 Place several cones down a straight line course
2 Change the length of the course and number of obstacles
3 Pupils take it in turns to run down the course, sprinting
over the obstacles; walk back by going down the side of 3 Use cones and canes as the obstacles
the course. Children in middle lanes should pause and check
before crossing to either side
4 Watch for other athletes finishing before moving to the
outside of the running area
5 Pupils can adjust the distance between the obstacles to
suit their own team, keeping them all between the start
and finish line (note differentiation)
6 Teams compete in relay races over the course

3m

4m

4.5m

Differentiation
• Ensure pupils can demonstrate the ability to sprint (without jumping) over a low obstacle,
such as a single cone, before progressing on to more demanding obstacles
• Increase the height of distance between obstacles but only for those who are confidently sprinting over the
existing course

Learning Point
• “Sprint hard over the obstacles and try to imagine they are not there”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 9

JUMPING

Age 7 - 9 On the hop

Learning Outcomes Suggested Resources

• Hop and jump with balance and control None required

Activities Variations
1 Pupils practise standing very still on one leg then the other 1 Hop in different directions, side to side and backwards
for five seconds 2 Work in pairs: make up a sequence of hops, steps and
2 Hop on the spot for five seconds – change legs jumps for a partner to copy
3 Hop forwards five times on each leg 3 Devise longer and more complex sequences
4 Challenge pupils with the following sequences: hop, hop, 4 Prepare cards with simple sequences
step, hop, hop, jump
5 Use paces to measure five consecutive hops; identify
strongest leg
6 Use the word same to describe the hop, other to describe
the step and both to describe the jump

Differentiation
Differentiation
• Vary the number of jumps
• Change the complexity of the jump sequences

Learning Point
• “Make sure you land on a flat foot when hopping and take off from the ball of the foot”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 10

JUMPING

Age 7 - 9 Swap

Learning Outcomes Suggested Resources

• Hop, step and jump with speed and balance None required

Activities Variations
1 Place pupils in teams of four, with teams sitting opposite 1 Call out two actions, one to be used on the way there, the
each other, 5m apart other on the way back
2 Number pupils 1 to 4 2 Call out combinations of actions, e.g. hop, step, hop, step
3 Explain the actions required: hop (same),
step (other) or jump (both)
4 Call out a number and an action, e.g. 3 hop: 3 pupils from
each team hop to the opposite side and sit down in the
vacant space as quickly as possible

5m

Differentiation
Differentiation
• Vary distance between teams
• Allow pupils to perform single movements rather than long sequences

Learning Point
• “Stay tall when jumping and use your arms naturally to balance the hopping action”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 11

JUMPING

Age 7 - 9 Hopscotch

Learning Outcomes Suggested Resources

• Perform hop and jump combinations with control • Hopscotch markings or chalk
• Beanbags

Activities Variations
1 Organise teams of four, each with a beanbag and 1 Pupils can design their own hopscotch patterns and draw
a hopscotch area them on the playground with chalk
2 Player 1 throws the beanbag into square 1, hops over it to
square 2, continues to hop in single squares and jump in
double squares to the end of the grid
3 Player 1 returns to the start in the same way, collecting the
bean bag by balancing on one leg in square 2 and then
hopping in square one, which is now empty
4 Player 2 completes the same routine and so on until each
player has had a turn
5 Players then throw their bean bag into square 2 and so on
until they have had a go at throwing their bean bag into
each square in turn

Differentiation
• Vary the size of squares

Learning Point
• “Imagine your legs are springs and bounce along the hopscotch course”
• “Alternate your hopping leg to strengthen weaker side”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 12

JUMPING

Age 7 - 9 Jumping styles

Learning Outcomes Suggested Resources

• Demonstrate a variety of jumping styles • Mats
• Canes and cones or foam wedges
• Elastic

Activities Variations
1 Organise teams of four, each with a mat, cane and two 1 Pupils set up the cones and cane on the floor in front of the
cones per group mat and take a short run up into:
2 Ask pupils to practise jumping over the cane or wedge in - a forward jump landing on two feet
the following ways: - a jump from the side, using a scissor jump
- side to side with two feet together 2 Canes can be placed on the floor or raised higher
- forwards and backwards with two feet together
- one foot to the other foot (bent leg scissor jump)
with left leg lead and right leg lead

Differentiation
• Vary the number of consecutive trials, starting with single jumps
• Ask pupils to perform as many jumps as possible in a set time, i.e. 5 or 10 seconds

Learning Point
• “Try to straighten your take off leg quickly as you jump”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 13

JUMPING

Age 7 - 9 Head, shoulders, knees and toes

Learning Outcomes Suggested Resources

• Jump for distance from two feet to two feet • Mats
• Chalk

Activities Variations
1 Organise small teams of pupils with similar height 1 Use standing long jump mats if available
2 One pupil lies on the mat, others use chalk to draw round 2 Use beanbags at the side of the mat to mark where the
and mark the feet, knees, waist, shoulders and head jumper lands. These can be moved forwards and backwards
to provide a target
3 Pupils take turns to see how far along their body length they
can jump using a standing two-footed jump and landing
4 Other pupils watch where the jumper lands and mark the
heel position with the chalk
5 Encourage pupils to identify what makes a good jump
6 Highlight key teaching points for further practise

Differentiation
• Vary the distance away from the mat from which pupils start their jump

Learning Point
• “Lean well forward when you take off and extend your hips and knees quickly”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 14

JUMPING

Age 7 - 9 Run and jump

Learning Outcomes Suggested Resources

• Use a short run to jump from one to two feet • Mats or sandpit
• Chalk or markers

Activities Variations
1 In pairs, pupils set out coloured cones along the edge of the 1 If a sandpit is available, targets can be placed in the sand
landing mat or pit 2 Place low obstacles to encourage pupils to jump high and long
2 Pupils mark a position three strides back from the take-off 3 Practise taking off from each foot
area as a starting point
4 Pairs can combine scores to compete against other pairs
3 Run three strides, take off from one foot and land on two feet
5 Set a whole class challenge for total distance jumped
4 Partners observe and feedback key points:
- take off from one leg
- extend the take off leg quickly
- drive the free knee up high, land on 2 feet
5 If a sandpit is available, never have one long line of
pupils waiting to take a jump. Always jump sideways
into the pit (where safe to do so) to allow several pupils
to jump simultaneously

Differentiation
• Vary the initial number of strides, starting from one stride, progressing up to three
• Change the height of low obstacles: use a cone

Learning Point
• “Take off from one leg, extend your take off leg quickly and drive the free knee up high. Make sure you land on 2 feet”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 15

JUMPING

Age 7 - 9 Target jump

Learning Outcomes Suggested Resources

• Jump for height from standing • Target strips numbered 0 to 10
• Chalk
• Masking tape

Activities
1 Organise groups of four pupils of similar height
2 Stick a target strip to the wall at a height where everyone in
their group can touch 0 when standing with one arm
stretched straight up above their head
3 Pupils take turns to jump up and touch the target strip as
high as they can
4 Experiment with starting in different positions
- standing straight
- crouching
- touching the ground
5 Other pupils watch and record which number box they touched
6 Add their best three scores together

Variations
1 Stand facing or sideways on to the wall
2 Have a little bounce before the jump
3 Take off from one foot after a stride
4 Swing one arm or both arms up

Differentiation
• Use target strips with fewer or more graduations
• Use colours in the graduations

Learning Point
• “Start with knees bent. Make sure you straighten your hips, knees and ankles quickly as you jump”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 16

JUMPING

Age 7 - 9 Stepping stones

Learning Outcomes Suggested Resources

• Hop, step and jump in the correct sequence • Large rubber spots

Activities Variations
1 Organise teams of four pupils according to height 1 Use different combinations, such as hop, step, step,
or stride length or hop, hop, step
2 Each group places four coloured spots in a straight line, 2 Complete a wider crossing by moving the spots apart but
evenly spaced so that pupils can step from one to the next keeping the spacing between them equal
3 Explain: these are stepping stones to cross a river
4 Pupils hop (onto the same foot), from the first to the
second spot, step (onto the other foot) from the second
to the third spot and land with two feet together
(onto both) on the fourth spot
5 Use the “same, other, both” phrase to describe
the movements

Differentiation
• Ensure pupils can complete simple action sequences, e.g. hop, hop, hop before progressing on to more
complex patterns such as hop, hop, step

Learning Point
• “Make sure you land on a flat foot, and take off from the ball of the foot”
• “Make sure you straighten/extend the hips, knee and ankle”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 17

THROWING

Age 7 - 9 Push away

Learning Outcomes Suggested Resources

• Perform an arm conditioning exercise correctly None required

Activities Variations
1 Pupils face a solid wall within finger tip reach, arms 1 Perform the exercise slowly
straight out in front of them 2 Children can work for a given length of time e.g. 20 seconds
2 Place hands flat against the wall, taking up some of their instead of doing a set number of ‘push aways’
body weight 3 Start with feet further away from the wall
3 Use tummy muscles to keep a straight body position, pupils
slowly bend their arms until their nose nearly touches the
wall
4 Push away from the wall until their arms are straight again
5 Repeat several times

Differentiation
• Vary the number of exercises completed
• Change the length of time the exercises are performed

Learning Point
• “Make sure you turn your hands inwards and keep your elbows out wide”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 18

THROWING

Age 7 - 9 Shark infested water

Learning Outcomes Suggested Resources

• Throw and retrieve implements safely • Beanbags
• Describe how the weight and shape of an object • Quoits
affects its flight path
• Foam javelins
• Variety of balls

Activities
1 Pupils must stand spaced apart along and behind a line.
This is the edge of the ‘shark infested’ water
(use a second line for large classes, pupils stand at least
2m behind throwers)
2 Pupils wait until they hear the command “throw”
3 All pupils execute a pull throw at the same time
4 Pupils must not cross the line until the command “collect”
5 If pupils cross the line before this command shout “shark”
to remind them that it is not safe
6 This is a key learning outcome to ensure that future
lessons operate safely
7 Once routine is established, explore throwing other
implements of various weights and sizes
8 Compare how well they fly and how far they go

Variations
1 Selected pupils take turns to ‘be the teacher’, shouting the
commands ‘throw’ and ‘collect’
2 Explore different types of throw

Differentiation
• Recognise success in the lesson as those who remembered the safety aspects,
and demonstrated safe practice

Learning Point
• “Throwing can be dangerous. Keep a look out for anyone who forgets the safety rule”
• “Pull from behind body keeping elbow high”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 19

THROWING

Age 7 - 9 Sit, kneel, stand

Learning Outcomes Suggested Resources

• Describe the effect of throwing from • Beanbags
sitting, kneeling or standing
• Various other throwing implements

Activities
1 In pairs, pupils take it in turns to throw a bean bag from the
following starting positions:
- sitting
- kneeling
- standing
2 Observe partner’s technique and how far they throw the
beanbag. Discuss which is most effective
3 Ask pupils which throwing position felt best and which
helped them to throw the furthest
4 Ask pupils why they think a particular position was
more effective

Variations
1 Pupils can use a:
- push throw
- pull throw (over arm)
2 Use a range of throwing implements

Differentiation
• Focus outcomes on the quality of understanding, in addition to actual distances thrown

Learning Point
• “Think about what happens if you use your legs to help you throw (legs before arms)”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 20

THROWING

Age 7 - 9 Push it, bounce it

Learning Outcomes Suggested Resources

• Demonstrate a two handed push throw • Netballs
• Basketballs
• Footballs

Activities Variations
1 In pairs, pupils pass the ball to each other using a two 1 Vary the distance between pupils
handed push throw 2 Vary the type of ball used
2 Practise this using chest pass and bounce pass 3 Vary the speed and height of the pass
3 Once pupils are competent change from one to the other on 4 Pupils work in larger groups with more than one ball being
the commands: ”push it” and “bounce it”
passed across a circle
4 Experiment using the following positions: 5 Add an extra command of “change” where pupils pass the
- kneeling ball back in the direction it came from
- standing with feet level
6 Throw against a wall, moving further away upon successful
- standing with one foot forward
completion of a push and catch

Differentiation
• Vary the weight and size of the ball
• Change the distance and speed of passes

Learning Point
• “Start by leaning back and move forward during the push (stepping into the throw). Keep your elbows out wide at
the start of the throw and extend your arms quickly”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 21

THROWING

Age 7 - 9 Rainbow throw

Learning Outcomes Suggested Resources

• Demonstrate a variety of throwing techniques • Beanbags or large sponge balls
• Cones
• Seven large sheets of paper each with a colour
of the rainbow on them

Activities
1 Place sheets of paper on a solid wall above pupils’ head
height. Place four cones opposite each sheet at 2, 3, 4 and
5m away from the wall
2 Organise pupils into seven groups, each group to stand
opposite a sheet of paper
3 Pupils take it in turns to stand by nearest cone and try to
hit the coloured sheet of paper (rainbow) using a one
handed push throw
4 On completion, groups move onto the next colour and stand
at the second cone to throw
5 Continue until everyone has thrown at each colour,
moving further away and then closer again until they
return to first cone
6 Identify successful performances

Variations
1 Repeat this activity using a variety of throws:
- two handed push throw
- two handed pull throw
5m
- one handed pull throw 2m
2 Increase the range of distance between the colour targets
and the throwing line

Differentiation
• Vary the size of the sheets of paper
• Set challenges such as 2 out of 3 attempts

Learning Point
• “Step into the throw from your back foot to your front foot”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 22

THROWING

Age 7 - 9 Zone sling

Learning Outcomes Suggested Resources

• Demonstrate the sling throw technique • School field
• Quoits
• Hoops

Activities Variations
1 Set out cone grids to mark throwing zones (3m apart) 1 Use hoops instead of quoits
2 In pairs pupils take it in turns to sling their quoits into each 2 Have a team competition, each zone scoring different points
of the zones 3 Each team to try and score a certain number of points, e.g.:
3 Pupils should only throw when the target area is - odd number only
completely clear - multiple of 4
4 Pupils throw into zones and score accordingly - their combined ages
5 Total scores can be added once all throws are completed

3m
3m
3m
3m

Differentiation
• Allocate an initial score to everyone
• Set a challenge to determine the most improved team

Learning Point
• “Keep your throwing arm ‘straight and long’ when slinging”
• “Place the left handed throwers to the left side of the throwing area”
• “Pull from low and behind to high”
Primary_Brochure_7to9yr:Primary 7-9 24/05/2010 15:41 Page 23

THROWING

Age 7 - 9 Heave it here, heave it there

Learning Outcomes Suggested Resources

• Demonstrate a forward and overhead • Large sponge balls
heave throw
• Benches

Activities Variations
1 Pupils start in pairs behind a row of benches with a large 1 Vary distance between benches
sponge ball 2 Players choose whether to heave forwards or backwards
2 One pupil sits on the bench facing their partner 3 Introduce more than one ball in the game
3 On the command ‘throw’ they stand and heave the ball over 4 Set up 4-a-side games, depending on number
their head to land behind them
of benches available
4 On the command ‘collect’ they retrieve the ball
5 Repeat for a forward heave: the thrower sits facing the
direction of throw
6 Play this game - 2 teams face each other and try to heave a
ball over the opposing team’s bench

Differentiation
• Some pupils may find it easy to start with a standing throw before progressing on to sitting and heaving

Learning Point
• “Bend your knees at the start of the throw and straighten them as you heave the ball”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:06 Page 1

RUNNING

Age 9 - 12 Chase the tail

Learning Outcomes Suggested Resources

• Run with speed and agility • Plenty of soft plastic / fabric bands

Activities Variations
1 Give each pupil a band, which they tuck into their waist as 1 Pupils collect and keep all the tails they catch until there
a tail. Put spares in a hoop in the centre of the playing area are none left in the middle (only pupils without a tail can
collect one from the middle)
2 Explain the aim of the game: try to catch a tail from any
other pupil, while not losing your own 2 Pupils could use tag belts for this activity
3 Reinforce safety: be aware of others at all times 3 Start with a given space and gradually increase or decrease
the area of play and discuss the effect
4 Pupils that catch a tail tuck it in, wearing a maximum of two
5 If they get a third, it must be placed in the hoop
6 Anyone without a tail can collect one from the hoop
7 At the end of the first game, split pupils into separate
games: those who had 2 tags going into one game with
a separate game for others

Differentiation
• Organise different games with teams based upon running speed
• Vary the space in which the game is played

Learning Point
• “Change speed (accelerate) rapidly to avoid losing your tail”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:06 Page 2

RUNNING

Age 9 - 12 Rock, paper, scissors

Learning Outcomes Suggested Resources

• Demonstrate quick reactions and • Playing line and cones
rapid acceleration

Activities
1 Divide class into pairs of similar ability. Pairs place two
cones 10 strides apart
2 Pupils stand together half way between the two cones and
play rock, paper, scissors
3 Together the players say 1, 2, 3 and then make their hand
into a fist for a rock, flat for paper or hold 2 fingers apart
for scissors
4 Rock blunts scissors, paper wraps rock and scissors
cut paper
5 The loser runs to their cone
6 The winner tries to tag them
7 Repeat several times

Variations
1 Increase the distance between the cones
(this can be up to 30m outside)
2 This can also be done as a class activity with half the class
being rats and the other being rabbits. When the teacher calls
out one of these animals, they must run away from the others

Differentiation
• Change the relative distance to each cone so that the faster runner has further to run

Learning Point
• “Lean in the direction you wish to move while pushing down and back with your feet in the opposite direction"
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 3

RUNNING

Age 9 - 12 Trains

Learning Outcomes Suggested Resources

• Accelerate to pass team members • Whistle
• Co-operate with the team
• Sustain jogging and sprinting for a few minutes

Activities Variations
1 Groups of 5 pupils stand one behind the other in a space 1 Vary distance between runners
2 Explain: the person at the front of each train will lead the 2 Trains walk / jog on straight lines, such as pitch markings
others on a safe route around the space available – initially 3 Trains can be made of four pairs of pupils
at walking pace, then jogging slowly
4 On the whistle, rear two pupils each run round a different
3 On the whistle blast, the pupil at the back of the group
side of the train and try to beat each other to the front. This
sprints to the front of the train
is best done with trains travelling along a straight track
4 Once at the front of the train the pupil should slow down
again to a walking / jogging pace
5 The whistle should be blown often so that everyone has
several turns at sprinting to the front of the train

Differentiation
• Vary size of teams (smaller teams, more demanding)

Learning Point
• “Keep relaxed when you are jogging. Apply full effort when sprinting, making sure you are on the balls of your feet”
• “Drive elbows back hard when sprinting”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 4

RUNNING

Age 9 - 12 Quick start

Learning Outcomes Suggested Resources

• Accelerate from a variety of static positions • Cones
• Stopwatches
• Tape measure

Activities
1 Divide class into groups of four, each with a stopwatch
and two cones
2 Pupils should set the cones 20m apart and take turns being
the time keeper/starter
3 Explain: pupils will start from a variety of positions and
compare times to investigate which is the quickest
- sitting - lying
- kneeling - standing
4 The starter should use the commands:
- “on your marks” – get into position
- “set” – prepare and focus
- “go”
5 When everyone has had a turn at all the starts,
discuss which they felt was best and why

Variations
1 Lying
- on front - on back
2 Kneeling
- on two knees - on one knee
3 Standing
- facing forwards - facing backwards
- feet level - one foot forward

Differentiation
• Vary the distance run (5m to 30m)

Learning Point
• “Try to get running immediately, whatever the starting position. Take powerful strides, driving your knees forward
and drive feet back like pistons”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 5

RUNNING

Age 9 - 12 Getting faster

Learning Outcomes Suggested Resources

• Demonstrate the ability to change speed • Cones

Activities Variations
1 Organise into teams 1 Pupils work in pairs with one calling out speed commands
(walk, jog, stride, sprint) in a random order as they approach
2 Set out cones every 10m to create four zones
each cone
3 Explain that each zone represents a different speed
2 The runner changes speed accordingly at the next cone
of movement
3 One pupil runs between the cones varying their speed, their
4 Zone 1 – walking
partner attempts to mirror their movements
5 Zone 2 – jogging
6 Zone 3 – striding
7 Zone 4 – sprinting
8 Set pupils off in teams
9 Pupils watch each other to observe the technique as they
travel through each zone

6-10m

Differentiation
• Vary distances between cones

Learning Point
• “Always aim to keep feet and knees travelling forwards (no side to side movement): Place your feet facing
the direction you are going, and drive your knees up and forwards”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 6

RUNNING

Age 9 - 12 What’s my pace?

Learning Outcomes Suggested Resources

• Sustain running at a consistent pace • Beanbags
• Stop watches
• Whistle

Activities
1 Divide class into teams of four, each with a different
coloured beanbag
2 Discuss relaxed running and pace judgement
3 On the command ‘go’, pupil one runs forward holding
a beanbag. On the whistle (blown after 5 seconds) the
pupil drops the beanbag and returns to the start
4 Reinforce that this is not a race
5 Repeat for other 3 runners
6 Explain: the aim of the activity is to run and reach the
beanbag at exactly 5 seconds
7 Repeat several times for all runners
(giving sufficient recovery time)
8 Allow pupils to alter the beanbag position if they want
9 Repeat the activity, but for 20, 30 or 40 seconds, running to
and from the beanbag. Again the target is to finish at the
correct place (whistle every 5 seconds to assist the pacing,
turning on each whistle)

Variations
1 If stop watches are available, pupils run set distances and
try to achieve the same time on consecutive runs
2 Run in continuous relays with each pupil running to and
from his/her own beanbag – this can be sustained for
several minutes
3 Do 10 consecutive runs in a given time – there and back –
ask pupils to place the beanbag to make the task achievable

Differentiation
• Vary the length of time pupils run before dropping their beanbags

Learning Point
• “Keep your arms and shoulders relaxed while running and try to ‘float’ along effortlessly”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 7

RUNNING

Age 9 - 12 Sprint and hurdle

Learning Outcomes Suggested Resources

• Sprint over and between obstacles using • Plastic hurdles
consistent stride lengths
• Markers
• Cones and canes

Activities Variations
1 Set out a grid of obstacles to represent hurdles with 1 Set up groups of pupils of similar sprinting ability and stride
several lanes of different spacings length, setting out obstacles at appropriate distances
2 Pupils take it in turns to run down the different lines, 2 Increase the distance between and number of hurdles
sprinting over the obstacles and deciding which lane 3 Pupils adjust the hurdles to take an even then an odd
suits them best
number of strides between each hurdle
3 Review the number of steps taken between hurdles
4 Pupils practise to develop a rhythm, aiming for 3 strides
between each ‘barrier’ and taking off the same foot each
time (i.e. 1, 2, 3, over; 1, 2, 3, over)

6-7m
5-6m

4-5m

Differentiation
• Allow pupils to adjust both their running speed and the distance between obstacles

Learning Point
• “Try to maintain your natural sprinting action when you ‘clear’ the obstacle”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 8

RUNNING

Age 9 - 12 Which leg?

Learning Outcomes Suggested Resources

• State a ‘lead leg’ preference when sprinting • Plastic hurdles or similar obstacles
over hurdles
• Give feedback to a partner

Activities Variations
1 Work in pairs: one performing, the other observing and 1 Ensure that the range of heights and spacing is sufficient
giving feedback to allow all pupils to hurdle at their own level
2 Set out a grid of evenly spaced hurdles (must be light and low) 2 For many pupils, cones on the ground will give the necessary
‘obstacle’, for others, plastic hurdles will be required
3 Pupils run over the grid and choose the set of hurdles
which feels most comfortable
4 Partners should watch performers and note which is their
‘lead leg’ (the first to clear the hurdle)
5 Pupils should then discuss with their partner whether they
used the same lead leg over each hurdle or changed it
6 Discuss which felt better and why
7 Swap roles

6-7m
5-6m

4-5m

Differentiation
• Vary the height of the obstacles, and allow pupils to adjust both their running speed and distance
between obstacles

Learning Point
• “Make sure you drive the knee of your lead leg over the ‘hurdle’ and bring the foot to the ground quickly.
Maintain a strong arm action throughout the run”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 9

RUNNING

Age 9 - 12 Relay change over

Learning Outcomes Suggested Resources

• Pass a relay baton at speed using a ‘push pass’ • Relay batons

Activities Variations
1 Place 2 cones per pair, one 5m in front of the other to mark 1 Ask: how close can your partner come before you run away?
the zone 2 Play games of chicken using the zones set up
2 One pupil stands at the second cone. The other starts 30m 3 In teams of 3, 4 or 5, run round an elongated oval in
back from the first cone and sprints towards the zone
a continuous relay, passing the baton correctly
3 When that pupil reaches the first cone, the second pupil, 4 Run relay races using different sprint distances
standing by the second cone tries to escape by running
away fast
4 Change round and practise a few times
5 Begin to adjust the distance between the cones until one
runner can just about catch the other
6 Introduce the batons – pupils practise pushing the baton
into the partner’s hand as shown
7 Practise this walking, then jogging
8 Return to the ‘zone’ and attempt to pass the baton, using
the spacings already established

Differentiation
• Vary the activity pace: start with walking, then jogging before running
• Change pupils until they are well matched by speed

Learning Point
• “Once you start running, run away fast and keep looking forwards”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 10

JUMPING

Age 9 - 12 Spot to spot

Learning Outcomes Suggested Resources

• Use jumping combinations to move around • Coloured spots or chalk
a space

Activities Variations
1 Set out or mark as many coloured spots as possible, 1 Add small obstacles in between spots
at ‘hoppable’ distances 2 Pupils devise their own circuit or route
2 Place some same coloured spots side by side for two 3 Set out a timed team challenge, with bonus points for
footed landings
each accurate trial
3 Step from a single spot to another of a different colour
4 Set a challenge to cross an area using only the spots
4 Hop from one spot to another of the same colour as landings
5 Jump to double spots

Differentiation
• Vary the distance between spots – allow pupils to choose their own path

Learning Point
• “Make sure you land on a flat foot. Use your arms to balance and take-off from the ball of the foot”
• “Quickly straighten the leg at the hip, knee and ankle”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 11

JUMPING

Age 9 - 12 Dice jump

Learning Outcomes Suggested Resources

• Perform dynamic combination jump • Dice or number cards
sequences with control
• Mats

Activities
1 Give teams of four a dice
2 Pupils perform a sequence of 3 moves where the dice
determines what those moves are:
- Roll 1 or 2 - hop
- Roll 3 or 4 - step
- Roll 5 or 6 - jump
3 All pupils perform each sequence
4 All take turns rolling the dice
5 Aim to travel further with each combination

Variations
1 Add different movements for all 6 numbers
2 Increase the number of movements – how many can you
remember and complete
3 Use maths challenges to devise the numbers

Differentiation
• Restrict the number of jumps in a sequence until pupils can demonstrate good movement control

Learning Point
• “Concentrate on jumping well; try to keep your balance when jumping. Remember to land on a flat foot,
take off from the ball of the foot”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 12

JUMPING

Age 9 - 12 How few hops?

Learning Outcomes Suggested Resources

• Hop for distance • Lines or markers

Activities Variations
1 Mark a clear start and finish using lines or cones 6m apart 1 Increase distance (to a maximum of 15m)
2 Pupils hop from start to finish and count how many hops 2 Combine scores to compete in teams
they take 3 Alternate hops and steps
3 Repeat with other leg
4 Practise a few times trying to reduce number of hops taken
5 Discuss key points
- use arms for balance and generating momentum
- bounce the foot off the ground
- drive the knee forward

Differentiation
• Let pupils decide which jump they wish to use; hold a “how far can you travel with 3 jumps” competition

Learning Point
• “Try to keep your hopping foot facing forwards at all times. Imagine the floor is hot – drive your knee up quickly”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 13

JUMPING

Age 9 - 12 How far now?

Learning Outcomes Suggested Resources

• Jump for distance from one foot to two feet • Mats
• Tape
• Chalk or Markers

Activities
1 Working in pairs of similar jumping ability, place a strip of
tape on the floor 1-2m in front of a mat as the take-off line
2 Practise a one foot take-off and two feet landing
3 Using a 1, 3 or 5 stride run up, take off at the line and jump
onto the mat
4 Partner marks where the jumper lands
5 Take turns to improve distance jumped
6 Partner observes and provides feedback on:
- one foot take off
- take off leg straight
- free knee driving up and forward
- two feet landing
- If a sandpit is available, always jump from the long side
of the pit (where safe to do so) so that several pupils can
jump simultaneously

Variations
1 Place a low hurdle or obstacle between the take-off line and
mat to encourage height
2 Increase length of run up
3 Use a sandpit, place targets in the sand to jump beyond
(e.g. a ribbon)
4 Try jumping off each leg

Differentiation
• Limit the strides and speed of run up until pupils are able to demonstrate a good take off position

Learning Point
• “Jump for height when you take off. Drive the free knee up and hold it there until you land. Soft knees on landing”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 14

JUMPING

Age 9 - 12 High bounce

Learning Outcomes Suggested Resources

• Jump from side to side with balance, • Speed bounce mats or appropriate obstacle
speed and rhythm
• Stop watches

Activities Variations
1 Pupils work in pairs with one jumper and one counter 1 Use stop watches with pupils working in groups of three
with one pupil acting as timekeeper
2 First pupil stands on the mat with both feet on the same
side of the wedge 2 Jump forwards and backwards
3 On the command “go” pupils jump from side to side over 3 Hop (for very able pupils only)
the wedge as many times as possible in twenty seconds
4 Partner counts the number of jumps
5 Swap roles so that everyone has a turn at jumping
and counting
6 Repeat and try to improve on previous score

Differentiation
• Vary the time allowed for the activity and the height of the obstacle

Learning Point
• “Bounce as lightly on your feet as possible, imagine the floor is burning hot”
• “Two footed take off and landing”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 15

JUMPING

Age 9 - 12 Scissor jump

Learning Outcomes Suggested Resources

• Perform a scissor jump from a short run up • Mats
• Cones and canes

Activities Variations
1 Give each group of 4 pupils 2 mats and some elastic 1 Use soft plastic hurdle wedges or canes and cones
to represent the high jump bar
2 From a short distance (no more than 5 metres), pupils
approach the cones with cane on top to jump over the cane.
Let each child have several attempts
3 Partner observes which foot was used to take-off (this will
usually remain constant)
4 Based upon take-off foot, pupils now jump approaching
from a 30 degree angle
- left foot take-off run from right
- right foot take-off run from left
5 Practise scissor jumps from a three stride run up
6 As confidence grows, the cones can be changed for higher
versions. (Never push pupils to attempt heights with which
they are uncomfortable)

3-5m

Differentiation
• Limit the height of the obstacle until pupils can demonstrate a good take off and landing technique

Learning Point
• “Stay very tall at take off and drive your free knee up high and over the bar. Always bend your knees to land safely”
• “Take-off on the outside foot (furthest away from the bar)”
• “Run around a short but curved approach to take-off”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 16

JUMPING

Age 9 - 12 Triple jump

Learning Outcomes Suggested Resources

• Perform triple jump combination sequences • Coloured spots or markers
with balance and control
• Mats

Activities Variations
1 Revise hop step jump movement pattern 1 Move pupils to work in groups of similar ability
2 Give groups of four 3 coloured spots and a mat 2 Move to 5 or 7 stride run-up
3 Place these at equal distance apart and in a straight line 3 Perform the sequence forwards and backwards
with the mat at the end
4 Pupils perform the following jump sequence, taking off
from one foot: same, other, both
5 As pupils practise and improve, encourage them to move the
spots further apart, keeping an equal distance between them
6 Introduce a 3 stride run-up

Differentiation
• Limit the speed of the run up until pupils have demonstrated the routine with rhythm,
balance and control

Learning Point
• “Try to maintain an even 1… 2… 3… rhythm. Use a bounce action as you jump”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 17

THROWING

Age 9 - 12 Caterpillars and crabs

Learning Outcomes Suggested Resources

• Participate in conditioning exercises None required
and team activities

Activities Variations
1 Pupils work on all fours throughout this activity 1 Divide pupils into teams and using a soft ball,
play crab football
2 On the command “crabs”, pupils travel in any direction on
their hands and feet, facing upwards 2 Set the challenge to use the minimum number of caterpillar
movements over a set distance (e.g. 10m)
3 On the command “caterpillars” pupils turn over and face
the floor. Starting in press up position, pupils walk their 3 Have crab relay races over 5m
feet towards their hands. When their feet are as near to
their hands as is comfortable, pupils keep their feet still
and walk their hands forward back to the press up position
4 Play these games regularly for a short time rather than
once for a longer time (they are excellent for developing
essential ‘core strength’)

Differentiation
• Vary the length of time pupils stay as a crab or a caterpillar
• Change the distance of the relay races

Learning Point
• Crab “Try to keep your tummy as high as possible”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 18

THROWING

Age 9 - 12 Pass it on

Learning Outcomes Suggested Resources

• Demonstrate speed and co-ordination when • Netballs or basketballs
passing and receiving a ball

Activities Variations
1 With a partner of similar height and one ball between two, 1 Pass the ball by rotating sideways
pupils stand one pace apart, back to back - in a circle
2 Holding the ball in two hands one pupil stretches up and - in a figure of 8
passes it to the other pupil above their heads 2 In teams of four pass the ball from the front to the back, the
3 Second pupil passes it back by bending forward and last pupil runs to the front and begins again
passing it between their legs 3 The pupil at the back can run round a cone before starting
4 On the command “change” the ball changes direction again (increase distance of cones)

Differentiation
• Use different weights and sizes of ball
• Set a time element to increase the nature of the challenge

Learning Point
• “Work hard to complete the exercises properly; make sure you keep your arms fully extended”
• “Use an upright body position ansd a good base of support”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 19

THROWING

Age 9 - 12 Ball relay

Learning Outcomes Suggested Resources

• Demonstrate a dynamic two handed push throw • Netballs or basketballs
• Cones

Activities Variations
1 This activity combines athletics and games skills 1 Use overhead pass
2 Mark out parallel lines 3 metres apart 2 Use one handed push
3 Pairs of pupils start opposite each other, one on each line 3 Use bounce pass
4 Pupils skip sideways down their line whilst passing to each 4 Move further away from the line as power and accuracy
other; the ball moves in a zig zag pattern improve (pupils must be well matched by ability)
5 At the end, walk back to the start round the outside of the
activity zone
6 Other pairs follow the previous pair

Differentiation
• Pupils can stand as far apart as they want within the channel, depending on the strength of their throw

Learning Point
• “Ensure you push by extending your shoulders, elbows and wrist. Try to push the pass ahead of your partner”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 20

THROWING

Age 9 - 12 Step back

Learning Outcomes Suggested Resources

• Demonstrate a controlled pull throw action • Beanbags
• Small balls
• Shuttlecocks

Activities
1 Revise the pull throw technique
2 Pupils stand opposite a partner of similar throwing ability
with a beanbag or ball between two
3 Ensure pupils stand so that the opposite foot to the
throwing arm is forward
4 Throw with a one handed pull to their partner
5 Pupils start ten paces apart, each time the throw reaches
their partner the pupil moves one step back
6 Observe partner and check one of these points on each throw:
- opposite foot forward
- stepping from back foot to front foot
- pushing hips to the front
- elbow is kept high

Variations
1 Use a shuttlecock if inside

Differentiation
• Focus outcomes on technique in addition to distance thrown

Learning Point
• “Start by leaning back. Change your weight to the front foot, and pull your arm through fast and last, keeping the
elbow high”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 21

THROWING

Age 9 - 12 Push golf

Learning Outcomes Suggested Resources

• Perform push throws to reach a target • Hoops
on the ground
• Bean bags

Activities
1 Set out a number of hoops 20-50m apart around a field,
with a coloured spot 5m away from each hoop
2 Explain that each hoop represents a hole on a golf course;
pupils try to get their bean bag from one hoop to the next in
as few throws as possible
3 Divide the class into groups of 4
4 Allocate each group a different hoop to start the game
5 One player stands on the coloured spot and throws their
bean bag towards the next hoop, using a push throw
6 Each pupil takes their first turn
7 Pupils throw again from where the first throw landed
(furthest away from the target throws first)
8 Continue until all pupils have thrown into the hoop
9 Pupils should never throw while others are in front of them
and should shout “FORE” if a throw is likely to hit anyone

Variations
1 Keep score more formally using score cards
10-50m
2 Each child in a group can have a bean bag of
a different colour
3 All the ‘reds’ can be in one team
4 Total scores can be added once all holes are completed
5 Set out several courses matched to pupils’ abilities

Differentiation
• Vary the distances between hoops
• Focus outcomes on technique: add bonus points (a minus score) for an effective push throw action

Learning Point
• “Keep the bean bag close to the neck (with a high elbow) and push it away”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 22

THROWING

Age 9 - 12 Blindfold beanbag

Learning Outcomes Suggested Resources

• Throw for accuracy • Large hoops
• Observe a partner and give accurate feedback • Buckets or baskets
• Beanbags
• Cones

Activities Variations
1 Use large hoops, buckets or baskets as targets; place 1 Increase throwing distance
a cone 3m away from each target 2 Use a push throw
2 Divide class into groups of four and allocate each group 3 Hold a team competition with points for every beanbag
a target area and beanbags
close to or in the target
3 Pupils take it in turns to wear a blindfold and attempt to hit
the target using a pull throw
4 After each throw, one pupil describes the action and
suggests to the thrower how to improve accuracy
and/or distance

Differentiation
• Vary the size of the target

Learning Point
• “Start with your throwing arm extended out high and behind your shoulder. Twist and push your hips forward
before you pull your arm through, fast and last”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 23

THROWING

Age 9 - 12 Hoop sling

Learning Outcomes Suggested Resources

• Demonstrate a dynamic sling throw • Large hoops

Activities
1 Give pupils one hoop between two and spread them out
along a line
2 One pupil stands on the line, sideways on to the direction of
throw, with the hoop. The other stands 3m back
3 Ensure pupils stand so that the opposite foot to the
throwing arm is forward
4 Pupils must wait for the commands “throw” and “collect”
5 Pupils start with most weight on their back foot and
perform sling throws by transferring weight to their front
foot before releasing the hoop
6 Observe partner and check one of these points on each throw:
- opposite foot forward
- start with weight on back foot
- twist and push hips forward
- arms whip through last from low to high
- keep throwing arm straight throughout

Variations
1 Use bigger or smaller hoops
2 Quoits can be used instead of hoops
3 Pupils can mark where their hoops land and try to improve
distance (however, it is technique that is most important)

Differentiation
• Ensure pupils are able to throw a quoit slowly under control before trying to throw for
distance using a hoop

Learning Point
• “Twist and push your hips forwards just before you release and pull the hoop through with a straight arm, moving
from low to high”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 24

THROWING

Age 9 - 12 Heave throw

Learning Outcomes Suggested Resources

• Demonstrate a dynamic heave throw • Basketballs • Markers
• Beanbags • Long socks
• Bin liners

Activities Variations
1 Spread pupils along a line with one ball between two 1 Use smaller or larger balls
2 One pupil stands on the line, with their back to the direction 2 To practise a heave throw which is more akin to hammer
of throw, holding the ball in two hands; the other stands throwing:
3m away - use a long sock with one or two beanbags in the toe
3 Reinforce safety, stress pupils must wait for the commands instead of a ball
“throw” and “collect” - put a basketball into a bin liner; tie and then hold the
loose end of the bin liner
4 Starting with the ball between the legs, heave it overhead
with two hands 3 Mark where the ball lands with a beanbag and try to
improve distance
5 Progress to: start with the ball outside one knee and
release it over the opposite shoulder 4 Pupils could also try “Wellie Wanging” (heaving a
Wellington boot)

Differentiation
ç Æ
• Use small light implements until pupils are able to demonstrate the ability to throw
in the correct direction

Learning Point
• “Use the power in your legs by driving up hard (extending at the hip, knee and ankle) before pulling with your arms”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 25

THROWING

Age 9 - 12 Goal attack

Learning Outcomes Suggested Resources

• Throw for distance • Foam balls
• Play as part of a team • Benches

Activities Variations
1 Arrange the class into two teams 1 Use one or two handed push throw instead of a heave throw
2 Divide the space in half; put a bench 2m from the back of 2 Use a variety of balls and encourage a throwing action
each playing area (court) appropriate to the ball
3 Each team must stay in their own half 3 Set up several games if space allows
4 Give each team an equal number of foam balls
5 On the whistle, players use a forward heave throw to try
and get the foam balls to land behind their opponents’
bench (goal) – once behind there they cannot be retrieved
6 Pupils must throw the balls from where they land
7 The winning team lands the most balls in the opposing
team’s goal after a set time

Differentiation
• Arrange teams so that pupils stand on the court in relation to the distance they can throw

Learning Point
• “Use your legs to drive up before heaving with your arms”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 26

THROWING

Age 9 - 12 Cross the line

Learning Outcomes Suggested Resources

• Throw with accuracy and speed in a team • Three large balls
activity
• 6 benches or cones
• Chalk or masking tape
• Many small foam balls or beanbags

Activities Variations
1 Set up 3 courts, 2 teams to a court 1 Have more than 1 large ball in the middle
2 Place a large ball in the centre of each court midway 2 Reduce or increase the distance between teams
between the scoring lines 3 Play outside using massive ‘Swiss balls’
3 Each team must stand behind a line
4 Pupils throw at the large ball and try to move it over the
opponents’ scoring line
5 The team achieving this scores one point

Differentiation
• Organise the teams to ensure full participation
(e.g. 3 games are to cater for pupils with different throwing abilities)

Learning Point
• “Make sure you use your legs to build throwing momentum and pull the throw from behind”
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:07 Page 27

THROWING

Athletics Pathway

The following tables outline the learning objectives and hence the progression for each athletic skill for pupils
aged 5-12. The objectives are supported by activities set out in the booklets.

SKILL AREA 5-7 7-9 9-12

Running Travel with control using varying Demonstrate good running posture Run with speed and agility
stride lengths
Adjust running pace smoothly Demonstrate quick reactions and
Run with good posture and balance rapid acceleration
Accelerate and decelerate rapidly
Copy movements of a leader with Accelerate from a variety of static
Run fast over short distances,
co-ordination and control positions
showing awareness of others
Start, stop and change pace with Demonstrate the ability to change
Sprint rapidly over short distances,
control in response to instructions speed
as an individual and as part of a team
Run on a curve with co-ordination
Change direction quickly Sustain jogging and running at a
and control
Respond rapidly to a stimulus consistent pace for a few minutes
Run and change direction,
demonstrating speed and agility Demonstrate good walking posture Sprint over and between obstacles
using consistent stride lengths
Co-operate and compete with Maintain a good running technique
a partner when sprinting over obstacles State a ‘lead leg’ preference when
sprinting over hurdles
Move quickly to a base in response Co-operate with others in a team
to voice instructions Accelerate to pass team members
Show awareness of space and the Co-operate with the team
safety of others
Pass a relay baton at speed using
Walk with good posture and balance a ‘push pass’
Complete an obstacle course with Give feedback to a partner
speed, control and agility
Accelerate quickly and run fast to
retrieve an object
Co-operate with others in a team

Jumping Demonstrate various jumps in Demonstrate a variety of jumping Use jumping combinations to move
response to instructions styles around a space
Jump for height with control and Jump for distance from two feet Perform dynamic combination jump
balance to two feet sequences with control
Describe how the use of arms can Perform hop and jump combinations Hop for distance
affect jumping for height with balance and control
Perform triple jump combination
Take off from and land in different Hop, step and jump in the correct sequences with balance and control
positions sequence
Jump for distance from one foot to
Demonstrate control in landing Hop, step and jump with speed
two feet
and balance
Increase ability to jump far
Use a short run to jump from Jump from side to side with balance,
Link multiple step/jump combinations speed and rhythm
one to two feet
with balance and co-ordination
Jump for height from standing Perform a scissor jump from a short
Jump quickly from side to side run-up
showing co-ordination and balance
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:08 Page 28

THROWING

Athletics Pathway

SKILL AREA 5-7 7-9 9-12

Throwing Perform movements which mobilise Perform an arm conditioning Participate in conditioning exercises
and develop arms and shoulders exercise correctly and team activities
Demonstrate mobility and Throw & retrieve implements safely Demonstrate speed and co-ordination
co-ordination when passing and receiving a ball
Describe how the weight and shape
Throw with speed and agility of an object affects its flight path Demonstrate a dynamic two handed
Apply appropriate effort in order Describe the effect of throwing from push throw
to control an object’s flight sitting, kneeling or standing Demonstrate a controlled pull throw
Throw accurately Demonstrate a two handed push throw action
Throw accurately at raised targets Demonstrate a variety of throwing Perform push throws to reach
techniques a target on the ground
Roll a ball accurately
Demonstrate the sling throw technique Throw for accuracy
Use an underarm action to throw
accurately at a target Demonstrate a forward and overhead Demonstrate a dynamic sling throw
heave throw
Use an underarm action to throw Demonstrate a dynamic heave throw
over increasingly longer distance
Throw for distance
Play as part of a team
Throw with accuracy and speed in
a team activity
Observe a partner and give accurate
feedback
PrimaryBrochure_9to12:Primary 9-12 25/05/2010 15:08 Page 29

THANK YOU

Acknowledgements

• Aviva

• Staff at UKA

• The National Association of Schoolmasters Union of Women Teachers

• Sport England

• Development Officers from the Home Country Athletic Associations

• UKA Resource Review Team

• Partnership Development Managers, School Sports Coordinators and Primary Link Teachers

• Local Education Physical Education Advisors

• Higher Education and Initial Teacher Training Lecturers

• The Heathland School

• Waldegrave School
• Holland Park School
• Ibstock Community College
• Holgate School
• Feltham Community College
• St Mary's University College

Images of the London Youth Games at Crystal Palace taken with kind permission of the event organsiers and Sport England.
Images of the UK School Games at Warwick University taken with kind permission of the event organisers and the Youth Sport Trust.
Special thanks to all the teachers and pupils involved in the filming of the actitivties.

Production Organisations:
• Skills4sport
• Rapid Pictures
• Quintic
• isSport Photography
• The Television Consultancy
• Mark Shearman

Every effort has been made to ensure the accuracy of the resources contained within this pack as at April 2010. The resources provide
general information which is no substitute for specific advice on particular circumstances. UKA shall not be held responsible for the
consequences of any action taken on the basis of the information provided.

Copyright
The material contained in this resource is the property of UK Athletics Ltd and must not be copied or distributed for any commercial
purposes unless permission has been given. Making alterations to any of the pages or using the content in any other work or publication will
be a direct breach of copyright and may result in civil aciton.

© UK Athletics Ltd 2010