RJT. Pupil Task Cards: Jumping JUMP THROW RUN

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Adam Cameron
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1 RJT s: Jumping RUN JUMP THROW

s: Introduction Introduction to the s An important part of every child s cognitive development is to encourage them to explore new things and use self-guided learning to problem-solve and overcome

The s provide teachers with a useful tool to encourage self-guided learning; peer observation; movement understanding; feedback and communication skills and is a creative way to expand the lesson.

). Each card provides pupils with a series of challenges and/or questions designed to help them develop a greater understanding of each athletics events.

Getting the most from the s The s can be used with any age group, but teachers may wish to adapt how they use the cards based on the age and the ability of the group.

2 s: Introduction Introduction to the s An important part of every child s cognitive development is to encourage them to explore new things and use self-guided learning to problem-solve and overcome challenges. The s provide teachers with a useful tool to encourage self-guided learning; peer observation; movement understanding; feedback and communication skills and is a creative way to expand the lesson. The s cover every athletics event and outline the key technical observation points for these events. This section also contains s for the key movement principles of running jumping and throwing (i.e. Agility, Jumping for height, Pull throw, etc.). Each card provides pupils with a series of challenges and/or questions designed to help them develop a greater understanding of each athletics events. These cards can be used to complement the Task section within each Activity Card. Getting the most from the s The s can be used with any age group, but teachers may wish to adapt how they use the cards based on the age and the ability of the group. Teacher Guided: For some pupils, teachers may wish to read out and explain each of the questions from the s and then allow the pupils to practice. Self-Guided: The teacher hands out a copy of the relevant s to pairs or small groups and asks them to go and explore the tasks before bringing the whole class back together to discuss what they observed. The s can either be used to complement a Technical Teaching Card, Activity Card or as a standalone activity. s can be downloaded or photocopied so as to provide sufficient copies for the whole class.

s: Stages of Progression Introduction The s provided in this resource have been spilt into four different formats (which are set out on the right).

challenges to pupils. Each card aims to support pupils to develop a greater understanding of the athletics movements and how to improve these.

STAGE 1 STAGE 2 STAGE 3 STAGE 4 These pupil task cards replicate those used in primary schools and help reinforce the key learning principles for this age group.

These cards are ideal for those pupils new to athletics events and/or in the earlier stages of skill development.

3 s: Stages of Progression Introduction The s provided in this resource have been spilt into four different formats (which are set out on the right). These task cards can be either used in a progressive order, which takes into consideration the pupil s increased understanding of movement and athletics skills or used to provide a variety of challenges to pupils. Each card aims to support pupils to develop a greater understanding of the athletics movements and how to improve these. It is hoped pupils will also develop their teamwork, communication and social skills through the role of both performer and coach. STAGE 1 STAGE 2 STAGE 3 STAGE 4 These pupil task cards replicate those used in primary schools and help reinforce the key learning principles for this age group. The cards focus on the foundation movement skills of running, jumping and throwing and encourage pupils to explore how they use their body to run, jump and throw effectively. These cards are ideal for those pupils new to athletics events and/or in the earlier stages of skill development. The stage 2 pupil task cards help pupils to develop their observation skills and a basic understanding of the technical points for each athletics event. Each pupil card provides 6 key technical points which pupils can use to observe each other s competence. The cards encourage pupils to observe their peers (either in pairs or small groups) and provide feedback on whether the pupil achieved the required technical points. The stage 3 pupil task cards build on the challenges set out in stage 2 by encouraging pupils to observe; analyse; consider potential interventions and provide feedback. Provided within each task card is a series of technical points, which if observed the pupil must tick. They will then record what strengths their partner demonstrated and any suggested areas of development, showing a clear level of understanding of the event. Stage 4 pupil task cards provide pupils with a group task which encourages them to look at a series of technical images and consider what technical points they would suggest for each image and share these with the rest of the group. Once the pupils have agreed on some key technical points, they practice the event using these points and then reflect on whether they need to be refined. This task activity promotes team work, creative thinking and a good understanding of the movement skills and the various athletics events.

4 Observation Model Feedback on specific observations and provide suggested changes. Discuss in groups / pairs what you need to do to improve. Use questions to check for partners understanding. 5 How will you your partner improve? Make the task Simpler or more Challenging. 5 Feedback on one or two observations you made and how these may be improved. Ask you partner what they think they did well and what they need to work on. This encourages them to self-reflect. What to look for/ what you need to know? The Key Technical Principles for the event: explained by teacher or outlined on the. What your partner(s) wants to work on. Previous experience of partner(s). Evaluation/Diagnosis Comparing with the Key Technical Principles (explained by the teacher or outlined in the s): What did your partner do well? What do they need to work on? Working with your partner(s): Provide instructions and an explanation on the task outlined by either your teacher or within the. If required ask teacher for clarification. 2 Observation (strategy) Initially focus on the technique and not the time they have run, height jumped or distance thrown. Consider where is the best place to observe, what you want to see. Consider how many times you should watch a skill. When observing start broad and then narrow down your focus ( whole body to body segments ).

Jumping: Jumping for Height STAGE 1 In pairs or small groups (3 4 pupils per group), find a space to practise Jumping for Height.

This could be a friend, a member of your family or a famous sports person. In pairs or small groups show each other how you think you should move your body to jump high.

Share with your teacher and the rest of the class, which movements you think where the best and why. Using Your Body How do you use your body when Jumping for Height?

Using Your Arms How do you use your arms when Jumping for Height? (You can watch a partner or other class mates to see how they use their arms when jumping).

5 Jumping: Jumping for Height STAGE 1 In pairs or small groups (3 4 pupils per group), find a space to practise Jumping for Height. Explore the following activities and questions, and share your answers and ideas with the rest of the class. Modelling and Mimicking Think of someone who can jump high. This could be a friend, a member of your family or a famous sports person. In pairs or small groups show each other how you think you should move your body to jump high. Discuss which movements looked the best and why. Practise using these movements and see if you feel you can jump higher. Share with your teacher and the rest of the class, which movements you think where the best and why. Using Your Body How do you use your body when Jumping for Height? (You can watch a partner or other class mates to see how they use their body when jumping). Do you keep your body nice and tall when jumping or do you lean forwards or backwards? Using Your Arms How do you use your arms when Jumping for Height? (You can watch a partner or other class mates to see how they use their arms when jumping). In which direction should you swing your arms when jumping for height? Backwards to upwards or forward to backwards? Should your arms move quickly or slowly? Using Your Legs How do you use your legs when Jumping for Height? (You can watch a partner or other class mates to see how they use their legs when jumping). How do you use your legs when taking off (jumping)? Do you lower your body slightly before jumping or stay tall? How do you use your legs to land safely? How wide should your feet be apart when landing, so as to help with balance and control?

Jumping: Jumping for Distance STAGE 1 In pairs or small groups (3 4 pupils per group), find a space to practise Jumping for Distance.

Share with your teacher and the rest of the class, which movements you think were the best and why. Using Your Body How do you use your body when Jumping for Distance?

Using Your Arms How do you use your arms when Jumping for Distance? (You can watch a partner or other class mates to see how they use their arms when jumping).

6 Jumping: Jumping for Distance STAGE 1 In pairs or small groups (3 4 pupils per group), find a space to practise Jumping for Distance. Explore the following activities and questions, and share your answers and ideas with the rest of the class. Modelling and Mimicking Think of someone who can jump far. This could be a friend, a member of your family or a famous sports person. In pairs or small groups show each other how you think you should move your body to jump far. Discuss which movements looked the best and why. Practise using these movements and see if you can jump further. Share with your teacher and the rest of the class, which movements you think were the best and why. Using Your Body How do you use your body when Jumping for Distance? (You can watch a partner or other class mates to see how they use their body when jumping). Do you keep your body nice and tall when jumping? Do you lean your body forwards or backwards when jumping? Using Your Arms How do you use your arms when Jumping for Distance? (You can watch a partner or other class mates to see how they use their arms when jumping). In which direction should you swing your arms when jumping for distance? Backwards to forwards or forward to backwards? Should your arms move quickly or slowly? Using Your Legs How do you use your legs when Jumping for Distance? (You can watch a partner or other class mates to see how they use their legs when jumping). How do you use your legs when taking off (jumping)? Do you lower your body slightly before jumping or stay tall? How do you use your legs to land safely? How wide should your feet be apart when landing, so as to help with balance and control?

Jumping: Combination Jumps STAGE 1 In pairs or small groups (3 4 pupils per group), find a space to practise Combination Jumps.

Modelling and Mimicking Think of someone who can combine two or more jumps together (such as hopscotch). This could be a friend, a member of your family or a famous sports person.

Practise using these movements and see if it is easier to combine your jumping actions together. Using Your Body How do you use your body when combining two or more jumps?

7 Jumping: Combination Jumps STAGE 1 In pairs or small groups (3 4 pupils per group), find a space to practise Combination Jumps. Explore the following activities and questions, and share your answers and ideas with the rest of the class. Modelling and Mimicking Think of someone who can combine two or more jumps together (such as hopscotch). This could be a friend, a member of your family or a famous sports person. In pairs or small groups show each other how you think you should move your body to combine two or more jumps. Discuss which movements looked the best and why. Practise using these movements and see if it is easier to combine your jumping actions together. Using Your Body How do you use your body when combining two or more jumps? (You can watch a partner or other class mates to see how they use their body when jumping). Do you keep your body nice and tall when jumping? Do you lean your body forwards or backwards when jumping? Using Your Arms How do you use your arms when combining jumps? (You can watch a partner or other class mates to see how they use their arms when jumping). Do you use your arms differently when you hop, step or jump? If so how? Using Your Legs How do you use your legs when combining two or more jumps? (You can watch a partner or other class mates to see how they use their legs when jumping). Can you change from a hop to a step? Can you change from a step to a jump? Can you change from a hop to a jump? Can you do a hop, step and jump? What combination is the most challenging and why?

Jumping: Long Jump STAGE 2 The Task In pairs or small groups observe each other s long jump technique.

If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.

Later, share your feedback with the teacher on if and how the long jump technique improved throughout the lesson.

8 Jumping: Long Jump STAGE 2 The Task In pairs or small groups observe each other s long jump technique. After a few practices, discuss what you each observed, providing feedback on the key points shown opposite. If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.e. use a short approach or focus on that one element). Later, share your feedback with the teacher on if and how the long jump technique improved throughout the lesson. Focus forwards not downwards at the take-off board Keep body upright and hips high at take-off Land with heels first Drive the free knee forwards and up Keep a tall upright body position in flight phase Bend the knees (soft knees on landing)

Jumping: Triple Jump STAGE 2 The Task In pairs or small groups observe each other s triple jump technique.

If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.e. use a short approach or focus on that one element).

Equal hop, step and jump phases Use arms to balance leg action throughout Keep a tall, upright body position in flight phases

9 Jumping: Triple Jump STAGE 2 The Task In pairs or small groups observe each other s triple jump technique. After a few practices, discuss what you each observed, providing feedback on the key points shown opposite. If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.e. use a short approach or focus on that one element). Later, share your feedback with the teacher on if and how the triple jump technique improved throughout the lesson. Equal hop, step and jump phases Use arms to balance leg action throughout Keep a tall, upright body position in flight phases Same foot to same foot, to other foot, to both feet Extend at the hips, knee and ankle in all take-offs Land in pit same as Long Jump

Jumping: High Jump Scissor Jump STAGE 2 The Task In pairs or small groups observe each other s scissor jump technique.

Tall, upright posture throughout approach Keep head and body upright at take-off Drive the leg closest to the bar up and over

10 Jumping: High Jump Scissor Jump STAGE 2 The Task In pairs or small groups observe each other s scissor jump technique. After a few practices, discuss what you each observed, providing feedback on the key points shown opposite. If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.e. use a short approach or focus on that one element). Later, share your feedback with the teacher on if and how the scissor jump technique improved throughout the lesson. Tall, upright posture throughout approach Keep head and body upright at take-off Drive the leg closest to the bar up and over Take off on the outside foot Extend at the hips, knee and ankle at take-off Take-off leg follows to complete the jump

Jumping: High Jump - Fosbury Flop STAGE 2 The Task In pairs or small groups observe each other s high jump technique.

Run with good posture on the curve Stay tall and keep the body upright at take-off Mid to upper back touches down first Final

11 Jumping: High Jump - Fosbury Flop STAGE 2 The Task In pairs or small groups observe each other s high jump technique. After a few practices, discuss what you each observed, providing feedback on the key points shown opposite. If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.e. use a short approach or focus on that one element). Later, share your feedback with the teacher on if and how the high jump technique improved throughout the lesson. Run with good posture on the curve Stay tall and keep the body upright at take-off Mid to upper back touches down first Final 4-5 strides are on the curve Extend at the hips, knee and ankle at take-off Push hips upwards to arch over the bar

Jumping: Pole Vault - Swing Drills STAGE 2 The Task In pairs or small groups observe each other s plant and swing (pole vault)

Top hand is the dominant hand Take-off foot is opposite foot to the top hand Swing down the same side of the pole as the top hand

12 Jumping: Pole Vault - Swing Drills STAGE 2 The Task In pairs or small groups observe each other s plant and swing (pole vault) technique. After a few practices, discuss what you each observed, providing feedback on the key points shown opposite. If anyone was unsuccessful in achieving one or more of these movements, consider what they could do to help improve this (i.e. use a short approach or focus on that one element). Later, share your feedback with the teacher on if and how the plant and swing (pole vault) technique improved throughout the lesson. Top hand is the dominant hand Take-off foot is opposite foot to the top hand Swing down the same side of the pole as the top hand Hands shoulder width apart Drive the free knee up and forwards at take-off Keep the top arm long through the swing

13 Jumping: Long Jump STAGE 3 Approach Take-off Flight Landing Uses a fast, controlled run-up Demonstrates awareness of the take-off point. Focus is forwards and not downwards Can identify preferred take-off leg Uses a dynamic down and back motion with the foot at take-off Drives the free leg forwards & up at take-off Holds the free leg parallel in flight Keeps the body upright Extends the legs out in front at landing Lands with heels first, bending knees to absorb momentum Walks out the end of the pit Common Technical Faults Potential Corrections 1. Slows down before the take-off board Use a take-off zone to create a bigger take-off area. This decreases the need for accuracy. 2. Does not drive up at take-off. Encourage an active take-off foot followed by the free knee driving forwards and up. Using the information above and your observations, identify two strengths of the pupil you observed Based on your recorded observations, identify one area of suggested development and how this could improve performance. Development: Impact: Encourage pupils to use the Observation Model Click here

Jumping: Triple Jump (Approach & Hop) STAGE 3 Approach Hop: take-off Hop: flight Landing & Step: take-off Uses a fast, controlled run-up Demonstrates awareness of the take-off point.

14 Jumping: Triple Jump (Approach & Hop) STAGE 3 Approach Hop: take-off Hop: flight Landing & Step: take-off Uses a fast, controlled run-up Demonstrates awareness of the take-off point. Focuses is forwards and not downwards Pulls foot down and back at take-off Keeps hips high at take-off Drives the free knee up and forwards Keeps body upright Use arms to maintain balance Brings take-off leg through with thigh parallel to the ground Brings the foot down actively into next step phase Uses arms to maintain balance Fully extends the hip, knee and ankle at step take-off Common Technical Faults Potential Corrections 1. Uses too big a hop in the initial phase Use cones to mark out three equal spaces for the hop, step and jump phase. 2. Over reaches between hop, step and jump phases Use the same approach as above. Bring the cones closer to ensure no overreaching. Using the information above and your observations, identify two strengths of the pupil you observed Based on your recorded observations, identify one area of suggested development and how this could improve performance. Development: Impact: Encourage pupils to use the Observation Model Click here

Jumping: Triple Jump (Step & Jump) STAGE 3 Step: flight Jump: take-off Jump: flight Jump: landing Lands with a flat foot pulling backwards Uses the arms to balance the legs Drives the knee high Holds

landing Lands with heels first, bending knees to absorb momentum Walks out the end of the pit Common Technical Faults Potential Corrections 1.

15 Jumping: Triple Jump (Step & Jump) STAGE 3 Step: flight Jump: take-off Jump: flight Jump: landing Lands with a flat foot pulling backwards Uses the arms to balance the legs Drives the knee high Holds the thigh parallel to ground during flight Fully extends hip, knee and ankle at take-off Drives free knee forwards and up Pulls arms through high above the head Extends the legs out in front at landing Lands with heels first, bending knees to absorb momentum Walks out the end of the pit Common Technical Faults Potential Corrections 1. Uses too big a hop in the initial phase Use cones to mark out three equal spaces for the hop, step and jump phase. 2. Over reaches between hop, step and jump phases Use the same approach as above. Bring the cones closer to ensure no overreaching. Using the information above and your observations, identify two strengths of the pupil you observed Based on your recorded observations, identify one area of suggested development and how this could improve performance. Development: Impact: Encourage pupils to use the Observation Model Click here

16 Jumping: High Jump (Scissors) STAGE 3 Approach Take-off Flight Landing Approaches at an angle of approximately 30 Uses a run-up of roughly 3 or 5 strides Keeps the head and upper body upright Takes off using the outside foot Drives the leg closest to the bar up and over the bar Keeps the body tall at take-off Keeps the leg bent when clearing the bar Side-steps over the bar in a scissor motion Keeps the body tall in the flight phase Lands on the feet Drives the take-off foot down and back to complete the landing Common Technical Faults Potential Corrections 1. Hurdles the bar as opposed to using scissors action Ensure the angle of the run up is approximately 30. Encourage taking off on the outside foot. 2. Slows down prior to take-off Decrease the length of the run up (initially). Provide a take-off target area. Using the information above and your observations, identify two strengths of the pupil you observed Based on your recorded observations, identify one area of suggested development and how this could improve performance. Development: Impact: Encourage pupils to use the Observation Model Click here

17 Jumping: High Jump (Fosbury Flop) STAGE 3 Approach Take-off Flight Landing Runs tall, with correct upright posture Leans at the ankle and not waist around the curve At take-off, the foot points towards the back corner of the high jump bed Drives up at take-off, extending at the hip, knee and ankle Stays tall and keep the body upright during take-off Drives the inside knee upwards to 90, then stretch the body after take-off Pushes the hips upwards to arch over the bar. Shows timing and good spatial awareness to clear the bar Lifts the legs clear of the bar Lands safely with the mid to upper back touching down first Common Technical Faults Potential Corrections 1. Leans at waist as opposed to ankle in the run-up Use figure of eight and bend running drills to help practice leaning at the ankle when using a run-up. 2. Leans into the bar too early at take-off Drive up as high as possible prior to leaning into the jump. Focus on driving the inside knee upwards. Using the information above and your observations, identify two strengths of the pupil you observed Based on your recorded observations, identify one area of suggested development and how this could improve performance. Development: Impact: Encourage pupils to use the Observation Model Click here

18 Jumping: Pole Vault (Swing Drills) STAGE 3 Grip Take-off Swing (flight) Landing Top hand grips the pole at maximum reach, when the pole is held vertical Hands are shoulder width apart Take-off foot is opposite foot to top hand Drives the free knee up and forwards at take-off Extends the take-off leg at the hip, knee and ankle Pushes the pole to vertical Swings down the same side of the pole as the top hand Keeps top arm long throughout the swing Keeps the body tall and upright in the swing flight Swings with control deep into the pit Uses a soft controlled landing, running out of the swing Common Technical Faults Potential Corrections 1. Does not keep the top arm long Ensure the top hand grip is high and remains high. Starting the jump from a box may help. 2. Pole falls off to one side in swing phase Drive knee forwards and upwards. Teacher may act as a spotter to assist the flight of the pole in the swing phase. Using the information above and your observations, identify two strengths of the pupil you observed Based on your recorded observations, identify one area of suggested development and how this could improve performance. Development: Impact: Encourage pupils to use the Observation Model Click here

19 Jumping: Long Jump STAGE 4 Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the long jump. a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage). b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below. c. Now perform several long jumps into a pit. d. After a few practices, reflect on whether your group needs to change the suggested Technical Points? Approach Take-off Flight Landing Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

20 Jumping: Triple Jump (Approach & Hop) STAGE 4 Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform a triple jump. a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage). b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below. c. Now perform several jumps into a pit. d. After a few practices, reflect on whether your group needs to change the suggested Technical Points? Approach Hop: take-off Hop: flight Landing & Step: take-off Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Jumping: Triple Jump (Step & Jump) STAGE 4 Group Goal: To give and receive feedback between members of your group to help each

Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no

21 Jumping: Triple Jump (Step & Jump) STAGE 4 Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform a triple jump. a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage). b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below. c. Now perform several jumps into a pit. d. After a few practices, reflect on whether your group needs to change the suggested Technical Points? Step: flight Jump: take-off Jump: flight Jump: landing Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

22 Jumping: High Jump (Scissors) STAGE 4 Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the scissor jump technique when undertaking the high jump. a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage). b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below. c. Now perform several jumps using the scissor technique. d. After a few practices, reflect on whether your group needs to change the suggested Technical Points? Approach Take-off Flight Landing Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

23 Jumping: High Jump (Fosbury Flop) STAGE 4 Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the Fosbury flop technique when undertaking the high jump. a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage). b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below. c. Now perform the Fosbury flop several times. d. After a few practices, reflect on whether your group needs to change the suggested Technical Points? Approach Take-off Flight Landing Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

24 Jumping: Pole Vault (Swing Drills) STAGE 4 Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the pole vault (swing drills). a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage). b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below. c. Now perform several swing drills into a pit. d. After a few practices, reflect on whether your group needs to change the suggested Technical Points? Grip Take-off Swing (flight) Landing Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

School Visits - S&C Session

School Visits - S&C Session TimeLine 60min Session 5min Introduction 10min RAMP 15mins Acceleration, Deceleration, Change of Direction 15mins Body Weight Exercises 10mins Loaded Exercises 5min Sled Challenge