ATHLETICS NEW ZEALAND
Cross Curricular Resource
for Primary Schools
Contents
Lesson 1: Literacy – Acrostic and Haiku Poems
Lesson 1: Literacy – Acrostic and Haiku Poems.....................................................................................................Page 3
Pupils will research an athletic event and write an acrostic poem about it.
The students will then write a Haiku poem about the same event.
TEACHER PLAN
Lesson 2: Literacy – Write a Newspaper Article.................................................................................................Page 7
Pupils will choose a famous athlete and write a newspaper article describing
an athlete’s progress or accomplishment in a competition. They will be provided
with an example of a real article in a newspaper.
Lesson 3: Numeracy – Who is the Winner?........................................................................................................Page 13
Pupils will work through provided worksheets and, using addition, multiplication,
averaging and ranking skills, will determine who the winner is for each task.
Lesson 4: Numeracy – Measurement....................................................................................................................Page 20
Pupils will apply their mathematical skills in a practical context as they go
outside and measure real athletics events.
Lesson 5: Science – Muscles, Bones and Athletics...........................................................................................Page 22
Pupils will examine muscles and bones and see how they make the human
body move. They will also discover which athletics events use which muscles.
Lesson 6: PE – Circuits..................................................................................................................................................Page 29
Pupils will participate in an exercise circuit to improve skill and techniques
that are used in athletics events.
Lesson 7: PE – Progressive Skills..............................................................................................................................Page 35
Pupils will practice real athletics skills to prepare for a school-wide
athletics event.
Lesson 8: Art – Athletics Objects.............................................................................................................................Page 39
Pupils will create their own, individual piece of art that can be used in an
athletic event (these pieces could be used in the kids’ athletics competition).
Lesson 9: Drama – Moments in an Athlete’s Career.......................................................................................Page 42
Pupils will research an athlete and act out moments in their career.
Lesson 10: Music – Create a Team Chant.............................................................................................................Page 50
Pupils will get into groups (or school house team) and create a team chant.
They will create a team name (or use house name) and develop a chant to be
used during an athletic event to motivate and show support for their team.
They will be provided with examples and can use musical instruments.
Pupils will conduct research in pairs into a particular athletic event. The first task within this lesson is
to write an acrostic poem about an athletics activity together. Following this, students will then write
a Haiku poem about their chosen event.
Age: 7-12
Objectives:
To be creative with various words around their chosen athletic activity.
To write a Haiku poem following the correct structure and using creative words.
Resources:
Examples of Haiku poems and Acronyms that are presented on the teacher’s sheet.
Enough copies of Pupil Sheets 1 and 2 for students.
A large sheet of paper to present the poems on.
Copies of Resource Sheets for students.
Starter:
Explain to the class that they need to be working in groups of two and discuss the two tasks. Before
handing them the task ask the class to name athletic events that may come to mind and make a
brainstorm on the whiteboard. Students should then be handed a Resource Sheet to look at some
possible activities they can choose from.
Main Body:
The pupils will first need to select which athletic discipline they wish to write a poem about (some are
on the Resource Sheet, otherwise they can pick and research their own). They will then need to think of
some words that apply to this event and select some to put in the acrostic poem. Once this is done the
pupils are required to create a Haiku poem that relates to the activity they have chosen.
Task:
Pupils should work in groups of two. Firstly students need to read about the different types of events
offered and then choose the one that they seem most interested in. Following this, they are then
required to create an acrostic poem about the word. This should be creative and describe the event they
have chosen. The next task is a Haiku poem that needs to be also linked to the event they have chosen as
well as be correctly structured (three lines with 5 – 7 – 5 syllable structure).
Plenary:
At the end of the session the students should hand in the Pupil Sheets and explain why they have chosen
this particular event. Children’s poems could then be read to the class or displayed on a poster.
Lesson 11: History – Significant Moment in History......................................................................................Page 52
In groups, pupils will present a 2 minute news report based on a chosen event.
It should explain what happened, why it happened and why it is important to us today.
Lesson 12: IAAF Kids’ Athletics Competition....................................................................................................Page 55
Pupils will participate in a FUN Team Competition based on modified
athletics activities.
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RESOURCE SHEET
PUPIL SHEET 1
Choose your event!
In your group read the resource sheet that explains some of the different athletics events. After reading
all of the studies, choose the event you might be most interested in as a group. If none of these events
interest you, ask your teacher if you can go on the internet and find a different event.
The chosen event is:
Acrostic Poem
HIGH JUMP
This is an athletics event where
competitors jump over a high
bar which is raised until only one
competitor can jump it without it
falling off. The first recorded high
jump event took place in Scotland in
the 19th century. Early jumpers used
either a straight-on approach or
scissors technique, but now most do
the Fosbury Flop.
SHOT PUT
In this event, contestants throw
a very heavy round ball as far as
possible. The shot put competition
for men has been a part of the
modern Olympics since their revival
in 1896, and women’s competition
began in 1948.
Once you have chosen your event you need to create an acrostic poem. This is where you think of a
suitable word to match every letter of your chosen event. For example:
R = run
A = amazing
C = champion
E = exhausting
Write your acrostic poem here:
DISCUS
In this event people throw a circular
disc as far as possible. The discus
throw is a routine part of most
modern track-and-field meets
at all levels and is a sport that is
particularly iconic of the Olympic
Games. The men’s competition has
been a part of the modern Summer
Olympic Games since the first
Olympiad in 1896.
LONG JUMP
This is an athletics event in which
competitors jump as far as possible
along the ground in one leap. This
event has a history in the Ancient
Olympic Games and has been a
modern Olympic event for men since
the first Olympics in 1896 and for
women since 1948.
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Lesson 2: Literacy – Write a Newspaper Article
PUPIL SHEET 2
Haiku Poem
TEACHER PLAN
Once you have completed this you need to create a poem that is only three lines long, but there are some
other rules!
The first line has to have 5 syllables.
gg The second line has to have 7 syllables.
gg The last line has to have 5 syllables.
gg
Pupils will choose a well-known athlete and write a fictional newspaper article that describes the
athlete’s performance at a major athletics competition.
Age: 7-12
It doesn’t have to rhyme but it needs to be about your chosen athletic event. Here’s an example:
The finish in sight
Each stride, every grimace,
Closer to glory
Objectives:
gg Understand how newspaper articles are constructed and write a newspaper article.
gg Create a newspaper article that could be published in a school newsletter.
Resources:
gg Newspaper article examples to be displayed for pupils to see.
gg Enough copies of Pupil Sheet 1 and 2 so there’s one for each pupil.
Write your Haiku poem here:
Starter:
Explain to the class that they will be writing a newspaper report on a famous athlete at a major
athletics event. Show pupils the examples provided. Read through the report as a class and discuss
what is generally included in a newspaper report, such as headline, introduction, quotes, third person
composition and concluding sentences or paragraph.
Main Body:
Pupils will write their own newspaper article about a famous athlete who has taken part in a major
athletics competition. The pupil can choose the outcome (whether the athlete wins or loses).
Task:
Depending on age and ability, pupils can either work on their own or in pairs. They should also work
through Pupil Sheet 1, which will help them structure the news article, and Pupil Sheet 2 to prompt some
ideas. Teachers can use their discretion as to the length of the article based on age and ability. Pupils can
then develop a title for the article.
Plenary:
Assess the pupils’ understanding of the task by showing the newspaper article examples again and
asking the class to suggest alternative titles. Discuss their suggestions and ask each pupil to come up
with two alternative headings for their own article. Pupils can assess these headlines in groups and
discuss which one is the most appropriate.
Extension Activity:
Pupils could write another article on the same athlete and event but with an alternative outcome. For
example, if their initial article had the athlete winning, maybe this time they could lose. Emphasis should
been on comparing different language used, particularly emotive words.
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RESOURCE SHEET 1
RESOURCE SHEET 2
June 4, 2014.
Fraser-Pryce shrugs off leg problems with win in Bellinzona
January 12, 2011.
Radcliffe’s run disrupted by a dog.
Jamaica’s 2013 IAAF World Athlete of the Year Shelly-Ann Fraser-Pryce bounced back from her
disappointing eighth place over 200m at the IAAF Diamond League meeting in Eugene at the weekend
with a 100m win at the fourth edition of the Galà dei Castelli International meeting in Bellinzona,
Switzerland, on Tuesday.
Although she has won world titles and set a world record, even Paula Radcliffe couldn’t outrun the dog
that attacked her this week.
The ‘Pocket Rocket’, a triple winner at last year’s IAAF World Championships and the 2014 World
Indoor Championships 60m winner, sped to a time of 11.21 in the Italian-speaking region of Canton
Ticino, holding off Germany’s 2010 European champion Verena Sailer by 0.04.
Her first European race of the season served as a good warm up for another 100m outing at the IAAF
Diamond League meeting in Rome on Thursday, as she seeks to amass points and defend her Diamond
Race title in the event. “In Eugene my body did not respond. I felt a left leg problem,” said a smiling Fraser-Pryce, still slightly jetlagged. “I have not had a perfect start to the season but it’s not a championship year. I executed the race
better than in my previous 100m race in Doha. I enjoyed this meeting and the crowd and I am looking
forward to returning next year. I started my career with smaller meetings.” Fraser-Pryce’s training partner Nesta Carter, who clocked an impressive but wind-assisted 9.89 in
Eugene, stormed to an easy win in the men’s 100m in 10.23, with his compatriot Rasheed Dwyer second
in 10.36.
British marathon runner Paula Radcliffe was training in Monaco when a dog attacked her and bit her leg.
“My calf went into spasm,” said Radcliffe. “My calf now feels like I have done a track workout three days
in a row.”
Two days later, Radcliffe said that she could run again, but that her leg was still swollen.
The dog’s owner tried to blame Radcliffe, saying that it was her fault because she was running and his
dog got excited. Radcliffe was quite casual about the whole incident, and said that she was thankful that
most dog owners were responsible.
Radcliffe has had several other training accidents. In 2003, she was injured after colliding with a child on
a bike, and almost missed the Beijing Olympics when she was bitten by a spider.
The Jamaican athletes’ night was completed by world indoor 400m silver medallist Kaliese Spencer who
caught up with Germany’s Esther Cremer in the final straight to win over one lap of the track without
barriers in 52.06, just three days after setting the fastest time in the world this year in the 400m hurdles
when clocking 54.29 in Eugene.
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RESOURCE SHEET 3
PUPIL SHEET 1
June 3, 2014
Sharp ready to take in ‘electric’ crowd in Glasgow
Writing your article.
European 800m champion Lynsey Sharp will compete at the Sainsbury’s Glasgow Grand Prix at
Hampden Park on 11-12 July, the first of two IAAF Diamond League meetings to be held in Britain.
Sharp has only just returned to action after nine months on the side-lines and showed a promising return
to form last weekend, clocking 2:01.68 – her third victory in successive weekends. The 23-year-old is
now excited to get among the world’s best in her first IAAF Diamond League appearance in nearly two
years.
“It’s going to be a great occasion to step foot inside Hampden Park for the Sainsbury’s Glasgow Grand
Prix in July,” said the Olympic semi-finalist. “It’s going to be like the Commonwealth Games in two days
and I know that the atmosphere is going to be electric.
“As soon as the Sainsbury’s Glasgow Grand Prix was announced, this was the event that I was targeting
on my comeback from injury. I’ve watched Rangers play at the stadium many times, but to be able to step
on the track and compete in front of a home crowd is going to be something I’ll never forget.
“It’s been a long road to recovery, but to have this event to focus on makes all the hours spent rehabbing
worth it,” added the daughter of five-time Commonwealth Games medallist Cameron Sharp.
You will be writing an article for a newspaper or the Internet. Before you start, here are some things to
think about:
First, you need to choose an athlete to write about. What is their event? For example, Valerie Adams
(below) is a shot-putter.
gg Will your athlete win or lose their event? Maybe they will suffer an injury during the competition.
gg How will your article end? What will the outcome be?
gg
Get reporting!
Once you have decided on these things, you can begin to write your article. Here are some tips to get you
started:
The first paragraph should tell the reader what the article is about. For example, if your article is
about Valerie Adams winning the Olympic Games, the first paragraph will state that this is what
happened.
gg The middle part of your report can be about the lead up to the competition, how the athlete trained
or what happened in the competition.
gg The last paragraph should close the article and include some kind of conclusion.
gg
It will be a three-way battle of the Brits in the 800m in Glasgow with Sharp going head-to-head with
world junior silver medallist Jessica Judd and European under-23 1500m bronze medallist Laura Muir.
Despite not having the best preparation to the 2014 season, Sharp is ready to put her all into giving the
home crowd the biggest cheer of the weekend.
“I know the Scottish public will be looking to get behind me and I’m determined to put a strong show on
for them. I haven’t been a part of the Diamond League since 2012, so to be back and competing against a
world-class field is more than I could ask for.”
Sharp will be joined in Glasgow by double Olympic and world champion Mo Farah, 2011 world 100m
champion Yohan Blake, world 400m champion Christine Ohuruogu, Olympic long jump champion Greg
Rutherford, 2003 world 100m champion Kim Collins, world junior 100m champion Adam Gemili and
world indoor 60m champion Richard Kilty.
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Lesson 3: Numeracy – Who is the Winner?
PUPIL SHEET 2
Prompts
TEACHER PLAN
To help you write your article, write some answers to the questions below.
Here are two famous athletes and their events – can you think of any more?
Pupils will work through the worksheets provided and determine who was the fastest and which
country was the best.
Valeria Adams – Shot put
Nick Willis – Middle distance runner
Age: 7-12
Objectives:
gg Pupils to apply mathematical skills in an athletics context.
gg Pupils to work on addition, multiplication, ranking and averaging skills.
Resources:
gg Enough copies of Pupil Sheet 1, 2, and 3 for each pupil. gg Answer sheet for the teacher.
gg Calculators.
These are some famous athletics competitions – can you think of at least one more?
Diamond League
Auckland Marathon
Commonwealth Games
Starter:
Explain to the class that mathematics is used all the time in everyday activities and sport. Express how
races are timed and the winner is the one with the fastest time. Timing also helps determine world
records and is important in qualifying for the Olympic Games (athletes have to be able complete their
race within a certain time to qualify). Teachers can then go on to talk about medal tables at the Olympic
Games and how these are determined (most gold medals).
What could happen during an athletic event? Here are some things that could happen, can you think
of two more?
The athlete comes second and is awarded the silver medal
The athlete gets injured and has to withdraw from the event
The athlete trips over during the race
Task:
This lesson aims to show students how maths is applied in athletics events. Students will work through
Pupil Sheet 1, 2 and 3, and figure out who is the fastest and which country has the most points.
Plenary:
Assess the pupils’ understanding of the task by looking at their sheets and seeing if they got the correct
answers. If not, explain how they can determine the correct answers. The teacher could then also
talk to the students and ask which other athletics events or sports use mathematics, such as jump
measurements, points in decathlons and scores in sports games.
Here is a list of words to do with athletics. Can you add some more?
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TrainRun
JumpThrow
RaceFast
StrongCelebrate
Effort Disappointed
Main Body:
Assist the students as they work through Pupil Sheets 1, 2 and 3. They will have to use mathematical
skills to determine who the fastest runner was and which country had the most points. The teacher may
have to help explain how to do each task (help them figure out how to find the average/mean and help
them understand each task).
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Extension Activity:
Students could go online and do some research into world records in athletics events and compare the
differences between men and women (how much faster are they and how much further can they jump
or throw, etc) and any changes over time (are humans getting faster? Why?).
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TEACHER SHEET 1
TEACHER SHEET 2
Answers
The runners then ran 400 metres but the timer only recorded the times every 100 metres. Add the four
100 metre times together and find out who the fastest was over the whole 400 metres. Then find out
which place everyone else came.
Runners’ times.
Below are the times recorded for eight athletes running a 100m race. Figure out who came first and
where the rest of the athletes came (2nd, 3rd, 4th, 5th, 6th, 7th, 8th)
Runner
Runner
Time (seconds)
Placing
Bob
10.5
5th
Joe
10.0
2nd
Alex
10.3
3rd
Ben
10.6
6th
Andy
11.0
8th
Jack
10.4
4th
9.9
1st
10.8
7th
James
Karl
First 100m
Time
(seconds)
Second
100m Time
(seconds)
Third
100m Time
(seconds)
Fourth
100m Time
(seconds)
Total Time
(seconds)
Bob
11.0
12.8
14.0
12.5
50.3
Joe
13.0
12.9
13.8
13.2
52.9
Alex
12.7
13.3
14.1
12.2
52.3
Ben
13.0
13.1
13.2
13.3
52.6
Andy
12.4
15.2
14.6
14.6
56.8
Jack
11.6
12.8
13.3
12.4
50.1
James
13.1
12.4
11.4
13.0
49.9
Karl
12.5
14.2
14.0
13.2
53.9
Winner – James
2nd – Jack / 3rd – Bob / 4th – Alex / 5th – Ben / 6th – Joe / 7th – Karl / 8th – Andy
Winner: James
These eight people raced against each other two more times. Work out their average (mean) time and
then decide who had the fastest average time.
Runner
Race 1 Time
(seconds)
Race 2 Time
(seconds)
Race 3 Time
(seconds)
Average Time
(seconds)
Bob
10.5
10.6
10.4
10.5
Joe
10.0
10.3
10.3
10.2
Alex
10.3
11.2
10.3
10.6
Ben
10.6
11.5
10.9
11.0
Andy
11.0
10.6
10.2
10.6
Jack
10.4
10.3
10.5
10.4
9.9
10.3
10.7
10.3
10.8
10.6
10.4
10.8
James
Karl
Winner: Joe
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TEACHER SHEET 3
PUPIL SHEET 1
Olympic Table
Runners’ times.
Below is the medal tally featuring the top 15 countries from the 2012 London Olympics.
If each gold medal was worth 3 points, each silver was worth 2 points and each bronze was worth 1
point, work out how many points each country would have. Then rank them again based on how many
points they have.
Below are the times recorded for eight athletes running a 100m race. Figure out who came first and
where the rest of the athletes came (2nd, 3rd, 4th, 5th, 6th, 7th, 8th)
Time (seconds)
Gold
Silver
Bronze
Points
Bob
10.5
USA
46
29
29
225
Joe
10.0
China
38
27
23
191
Alex
10.3
Great Britain
29
17
19
140
Ben
10.6
Russia
24
25
32
154
Andy
11.0
South Korea
13
8
7
62
Germany
11
19
14
85
Jack
10.4
France
11
11
12
67
Italy
8
9
11
53
Hungary
8
4
6
38
Australia
7
16
12
58
Japan
7
14
17
59
Kazakhstan
7
1
5
21
Netherlands
6
6
8
38
Ukraine
6
5
9
37
New Zealand
6
2
5
27
Country
New placings based on how many points each country have:
16
Runner
James
Placing
9.9
Karl
10.8
Winner:
These eight people raced against each other two more times. Work out their average (mean) time and
then decide who had the fastest average time.
Runner
Race 1 Time
(seconds)
Race 2 Time
(seconds)
Race 3 Time
(seconds)
Bob
10.5
10.6
10.4
Placing
Country
Joe
10.0
10.3
10.3
1
USA
Alex
10.3
11.2
10.3
2
China
Ben
10.6
11.5
10.9
3
Russia
Andy
11.0
10.6
10.2
4
Great Britain
Jack
10.4
10.3
10.5
5
Germany
6
France
9.9
10.3
10.7
7
South Korea
10.8
10.6
10.4
8
Japan
9
Australia
10
Italy
11=
Hungary
11=
Netherlands
13
Ukraine
14
New Zealand
15
Kazakhstan
James
Karl
Average Time
(seconds)
Winner:
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PUPIL SHEET 2
PUPIL SHEET 3
The runners then ran 400 metres but the timer only recorded the times every 100 metres. Add the four
100 metre times together and find out who the fastest was over the whole 400 metres. Then find out
which place everyone else came.
Olympic Table
Runner
First 100m
Time
(seconds)
Second
100m Time
(seconds)
Third
100m Time
(seconds)
Fourth
100m Time
(seconds)
Bob
11.0
12.8
14.0
12.5
Joe
13.0
12.9
13.8
13.2
Alex
12.7
13.3
14.1
12.2
Ben
13.0
13.1
13.2
13.3
Andy
12.4
15.2
14.6
Jack
11.6
12.8
James
13.1
Karl
12.5
Total Time
(seconds)
Below is the medal tally featuring the top 15 countries from the 2012 London Olympics.
If each gold medal was worth 3 points, each silver was worth 2 points and each bronze was worth 1
point, work out how many points each country would have. Then rank them again based on how many
points they have.
Gold
Silver
Bronze
USA
46
29
29
China
38
27
23
Great Britain
29
17
19
Russia
24
25
32
14.6
South Korea
13
8
7
13.3
12.4
Germany
11
19
14
12.4
11.4
13.0
France
11
11
12
14.2
14.0
13.2
Italy
8
9
11
Hungary
8
4
6
Australia
7
16
12
Japan
7
14
17
Kazakhstan
7
1
5
Netherlands
6
6
8
4th:
Ukraine
6
5
9
5th:
New Zealand
6
2
5
Winner:
2nd:
3rd:
6th:
Country
Points
New placings based on how many points each country have:
7th:
8th:
Placing
Country
1
2
3
4
5
6
7
8
9
10
11=
11=
13
14
15
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Lesson 4: Numeracy – Measurement
PUPIL SHEET
TEACHER PLAN
Pupils will apply their mathematical skills in a practical way. They will measure and time real athletics
events such as a 50m sprint, long jump, shot put and discus.
Activity
Measurements
Age: 7-12
Objectives:
gg Pupils to apply mathematical skills in a practical athletics context.
gg Pupils to practice measurement and timing in athletics events to see how maths is used in athletics.
Resources:
gg Enough copies of the Pupil Sheet for each pupil.
gg Stopwatches or timers.
gg Measuring tape.
gg Shot put, long jump pit and rake, discus, 50m track.
Starter:
Explain to the class that measurement and timing are used in athletics and they will get a chance to
experience these themselves. Give the students the Pupil Sheets and ask them to think about what they
might need to get these measurements and times (measuring tape, timers, etc).
Main Body:
Show the students which activities they will be competing in and show them how to measure each one.
Pupils will then time and measure a friend as they complete each activity. If athletics equipment is not
available, pupils can measure a standing jump, running from one end of the field to the other, throwing a
tennis ball or other alternatives you may think of.
Shot put
Long jump
Discus
50m Sprint
Task:
Students will go outside and complete each athletics activity. They will be in pairs or groups to do this.
They will then measure how far their partner threw or time how long they took to run 50m. These
results will be recorded on the Pupil Sheet.
Plenary:
As the students return inside, discuss any difficulties they may have had with the activity and how these
can be overcome.
Extension Activity:
Students could then convert their measurements from metres into centimetres. They could also collect
everyone else’s results and see who threw or jumped the furthest out of the whole class. These results
could also be put onto line graphs for each activity, or scatter graphs to show two activities.
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Lesson 5: Science – Muscles, Bones and Athletics
TEACHER SHEET 1
TEACHER PLAN
Pupils will identify muscles and bones and where they are in their bodies. Following this, pupils will
perform athletics activities to discover which muscles and bones are used in each activity.
Age: 7-12
Objectives:
gg Pupils to identify major muscles and bones.
gg Pupils to discover where these are in their own body.
gg Pupils to learn which muscles and bones are used in different athletics events.
Resources:
gg Enough copies of Pupil Sheet 1, 2, 3 and 4 for each pupil. gg Tape.
gg Ball for shot put, long jump pit or space to perform long jump, hurdle.
Starter: Explain to the class that muscles and bones are responsible for all human movements and that
the human body has 206 bones in adulthood and over 600 muscles. Work through Pupil Sheet 1 and 2
with the students, as they learn the muscles and bones in the body. Ask the students to then cut out each
label on Pupil Sheet 3 and instruct them to tape each label to the correct place on their partner.
Main Body: Pupils can take this knowledge and go outside to discover how these muscles work in an
athletic event.
Task: This lesson aims to teach pupils which muscles and bones are involved in athletics activities. Pupils
should then go outside and/or throw a shot put or ball, do a short sprint, do a long jump, and jump over a
hurdle. They should answer the questions on Pupil Sheet 4 while they do this to discover which muscles
and bones are used in each activity.
Plenary: Assess the pupils’ understanding of the task by taking labels and sheets away from students and
asking them to recall which muscles and bones go where. The teacher could then ask which bones and
muscles are involved in other activities, such as turning the page of a book, brushing their hair, walking to
school, biking and swimming.
Extension Activity: Pupils could investigate how muscles work in pairs (for example, hamstring and
quadriceps) by doing some activities and feeling which muscles contract or relax, and doing some extra
research of their own.
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TEACHER SHEET 2
PUPIL SHEET 1
Match the bones to the skeleton
Clavicle Femur
Fibula
HumerusPelvis
PhalangesRadius
Ribs
Scapula
Tibia
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Skull
VertebraUlna
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PUPIL SHEET 2
Abdominals
Biceps
PUPIL SHEET 3
Calf Muscles
Deltoids
Gluteus
Maximus Hamstrings
Pectorals
Quadriceps
Trapezius
Triceps
Biceps
Deltoids
Abdominals
Pectorals
Trapezius
Quadriceps
Triceps
Hamstrings
Calf Muscles
Gluteus
Maximus
Skull
Clavicle
Scapula
Ribs
Vertebra
Pelvis
Phalanges
Humerus
Ulna
Radius
Femur
Tibia
Fibula
Cut out these muscle and bone names and stick them onto your friend in the right place.
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Lesson 6: PE – Circuits
PUPIL SHEET 4
Go outside and try each of these activities. Then answer the following questions:
What are the major muscles and bones you use when doing a long jump?
TEACHER PLAN
Pupils will participate in a basic exercise circuit (provided), which will help improve skills that are
required in athletics.
Age: 7-12
Objectives:
gg To practice key running, jumping and throwing skills through circuit training activities.
gg Learn appropriate warm-up and warm-down activities.
What are the major muscles and bones you use when sprinting?
What are the major muscles and bones you use when jumping over a hurdle?
Resources:
gg Mini hurdles.
gg Cones.
gg Tape measures.
gg Coloured cards.
gg Running ladders (or sticks/utensils to make a ladder).
gg Soft mat.
gg Medicine balls (or basketballs).
Starter:
Firstly, split the class in half to complete the warm-up activity (provided on Teacher Sheet 1) and work
through the warm-up with the students. Then evenly spread the class across the five stations.
Which muscles and bones do you use when throwing a shot put?
Main Body:
Pupils will work their way around each circuit, staying at each section for about 6 – 7 minutes. The
teacher will need to demonstrate each activity to the class and ensure that they are using the correct
technique throughout the lesson. Emphasis should be placed on the quality of the movement rather than
the quantity.
Task:
Teacher Sheet 2 and 3 will provide you with the activities for each station. Make sure you walk the
groups through each station before they begin so they know exactly what they are doing.
Plenary:
Work through the warm-down activities with the students. Some examples are provided on Teacher
Sheet 4. Then, in their groups, the children assess each circuit activity by discussing what aspects
they found challenging and how they could improve their performance. The teacher can then prompt
a class discussion asking how pupils overcame any challenges. Teachers will then assess students’
understanding of the task through this discussion.
Extension activity:
Pupils could think of another run, jump or throw activity and share it with the class. This can be worked
in with the science lesson to determine which muscles are being used in each activity.
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TEACHER SHEET 1
TEACHER SHEET 2
Warm-up activities
Examples of circuit layout.
Pupils should carry out these activities below before they start the circuit.
1. Endurance Race
2. Forward Squat Jumps
50m
1. Walking Tail Tag
Everyone has a bib tucked in the back
of their shorts/skirt. Walking in an area
marked out, the aim is to capture as many
bibs as you can by taking them from the
other athletes. Once all bibs have been
taken, the winner (the one with the most
bibs) is declared and another game starts.
20m
2. March around the room
3. Hurdles
Raise the lower arms and legs to perform
a marching action around the room,
remaining aware of others.
3. Man Relay.
In groups of 3, set up as shown with 1 on
one transverse line and 2 and 3 behind the
other transverse line.
On whistle or ‘Go’, athlete 1 runs to collect
athlete 2 by the hand, they both run back
and must touch transverse line before
returning and collecting athlete 3. All 3
then run and touch the transverse line
before returning to drop off athlete 3.
Athletes 1 and 2 run back and return to
drop off athlete 2. The first number 1
athlete back is the winner.
Repeat with athlete 2 as the starter and
then with athlete 3.
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4. Knee Throwing
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ATHLETICS NEW ZEALAND - CROSS CURRICULAR RESOURCE FOR PRIMARY SCHOOLS
5. Ladder Running
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TEACHER SHEET 3
TEACHER SHEET 3 (CONTINUED)
Circuit Exercises
4. Knee throwing
gg The participant kneels on the ground in front of or on a soft mat. The participant then leans back
and throws a medicine ball (1kg, or basketballs) over their head with two hands. They should aim
to throw as far as possible whilst kneeling. After throwing the ball, the participant may fall forward
onto the soft surface in front of them. Each participant gets two trials and the assistant should let the
participant know how far their throw is. Pupils should aim to improve their throw each time.
gg NOTE: the medicine ball should never be thrown back to participants, it is advisable to carry or roll it
back to the start line.
Ensure that each station is shown to the class. Emphasise the technique they should be following.
Note: Pupils should always be a safe distance apart. Throwing activities should be set out so they are
throwing away from other stations.
1. Endurance Run
gg Each team has to run around a course of 150m (see figure
below) from a given starting point. Each team member
tries to run around the course as often as possible in 8
minutes. The start command is set for all teams at the
same time (by blowing a whistle or by starting pistol,
etc). Each member of the team starts with one card (ball,
piece of paper, cork or similar) which he/she has to take
back to his/her team after each completion of a round
on the course, and before starting again, he/she takes a
new card or similar, and so on. After 7 minutes, the last
minute is announced by another blow of a whistle or by
starting pistol. After 8 minutes the completion of the run
is indicated by a final signal.
5. Ladder Running
gg Set out two ladder running lanes. The team will split
in half and they are required to run from the starting
point through the ladder to the next cone, then turn
around and come back to tag their next team mate.
This should be repeated three times. The first time
is a sprint, second time is skipping and the third time
requires participants to hop through the ladder.
Pupils must make sure they stand in every hole of the
ladder and if they miss one, they are required to start
again.
2. Forward Squat jumps
gg From starting at the line participants carry out a ‘frog
jump’ one after another. The first participant of the
team stands with the tips of the toes at the starting
line. He/she then squats down and jumps forward
as far as possible, landing on both feet. The assistant
marks the landing point, which then becomes the
starting point for the second participant and so on.
The event is completed when the last member of
the team has jumped. Then this entire procedure is
repeated a second time.
gg Students should focus on bending down low while
having a straight back. They should also work to jump fast (be explosive) and use their arms to propel
themselves.
3. Mini Hurdles
gg Set out two lanes of hurdles 6m apart. Students in the
teams should race each other, running over the hurdles,
focussing on not knocking any down and concentrating
on pumping their arms to help with speed.
gg Pupils should also be looking ahead and focus on staying
tall. Whilst waiting for their next go they should not sit
down – they must keep moving.
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Lesson 7: PE – Progressive Skills
TEACHER SHEET 4
Cool-down activities
TEACHER PLAN
Pupils should carry out these activities below once they have completed the whole circuit.
Pupils will learn and practice three different athletic skills; one jumping, one throwing and one running.
1. On-the-Spot Follow the Leader
2. Side Arm Circles
Age: 7-12
Choose a leader to lead some slow, cooldown movements:
gg Walk on the spot, moving arms in a
gentle swinging motion.
gg Touch shoulders with hands, then reach
up over head. Repeat five times.
gg Skip slowly on the spot.
gg Skip side to side.
gg Jump or hop on the spot.
gg
While marching on the spot, raise
arms out from the sides of the body to
shoulder height.
gg Now slowly circle arms forward 8 –10
times and backward 8 – 10 times.
Objectives:
gg To learn how to do some basic throwing, jumping and running skills with the correct technique.
gg To practice, improve and practice these skills.
Resources:
gg This activity will require 3 adults, one to lead each activity. Alternatively, you could use gifted and
talented pupils to demonstrate their technique to other pupils.
gg Cones.
gg Long jump pit.
gg Measuring tapes.
gg Hurdles.
gg Poles.
gg Relay baton.
gg Tennis balls.
Starter:
Split the class into small groups (5-6) of mixed. Go through a warm-up with the pupils (some activities of
Teacher Sheet 1). Students should stay in these groups throughout the whole lesson.
3. Climb the Ladder
4. Body Shake
Children stand with feet slightly apart.
gg Move arms and legs up and down as if
climbing a ladder to the sky.
gg Climb a ladder for 20 – 30 steps.
gg
gg
gg
Gently shake one arm, the other, both.
Shake one leg, the other, both, head,
hips, whole body.
Main Body:
Pupils will spend around 10 minutes on each activity. They should concentrate on undertaking the
activity correctly and focus on the quality rather than the quantity or speed. Within their groups
students should take time to observe their peers. They can then comment on good techniques and ways
to improve.
Task:
Students will work through the athletics activities described on Teacher Sheet 2. They should focus on
correcting their technique. Results should be measured so students can assess their improvement.
Plenary:
Work with the pupils as they perform some warm-down activities (Teacher Sheet 3). The teacher should
then prompt a class discussion by asking children to assess activities by considering how they achieved
their best result and thinking about how they could possibly improve their technique in order to improve
their result.
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TEACHER SHEET 1
TEACHER SHEET 2
Warm-up activities
Activity 1 - Long jump for precision
Complete forward jumps with a short run-up to improve
precision in the support placement. The obstacles will be
mainly horizontal so as not to force the participants to
jump high.
Pupils should carry out these activities below before they start the circuit.
1. Walking Tail Tag
Everyone has a bib tucked in the back
of their shorts/skirt. Walking in an area
marked out, the aim is to capture as many
bibs as you can by taking them from the
other athletes. Once all bibs have been
taken, the winner (the one with the most
bibs) is declared and another game starts.
Activity 2 - Sprint hurdles/pole shuttle relay
Two lanes need to be set out and the group should be split
in half. The lanes should consist of hurdles and poles that
the pupils weave in and out of and jump over. A relay baton
should be used when running, carried in the left hand and
handed over to the next person receiving each time. The
activity will be completed when all members have completed
the course. Pupils should focus on going over and around the
obstacles as fast as possible while getting the circuit right
and not skipping anything. They should also focus on having
smooth baton transfers and not dropping it when passing to
another student. Pupils should focus on working their arms to
make their legs move faster, and running nice and tall with a
straight back.
2. March around the room
Raise the lower arms and legs to perform
a marching action around the room,
remaining aware of others.
3. Man Relay.
In groups of 3, set up as shown with 1 on
one transverse line and 2 and 3 behind the
other transverse line.
Activity 3 - Rotational Throw
The entire area between two stands (or between soccer
goal posts) is divided into three equal-sized zones: left
zone, centre zone and right zone. From a lateral standing
position 5m in front of the centre zone, the participant
throws a ball (or any similar object) side arm, with arm fully
extended, at the net or soccer goal (in a manner resembling
a discus throw or the side swing of a tennis racquet). Each
participant gets two attempts at trying to throw the object
through the zone that best matches his/her throwing arm
(e.g. left-handed thrower tries to get the object through the
left zone).
On whistle or ‘Go’, athlete 1 runs to collect
athlete 2 by the hand, they both run back
and must touch transverse line before
returning and collecting athlete 3. All 3
then run and touch the transverse line
before returning to drop off athlete 3.
Athletes 1 and 2 run back and return to
drop off athlete 2. The first number 1
athlete back is the winner.
Repeat with athlete 2 as the starter and
then with athlete 3.
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Lesson 8: Art – Athletics Objects
TEACHER SHEET 3
Warm-down activities
TEACHER PLAN
Pupils should carry out these activities below once they have completed the whole circuit.
Pupils will create their own, individual piece of art that can be used in an athletic event.
1. On-the-Spot Follow the Leader
2. Side Arm Circles
Age: 7-12
Choose a leader to lead some slow, cooldown movements:
gg Walk on the spot, moving arms in a
gentle swinging motion.
gg Touch shoulders with hands, then reach
up over head. Repeat five times.
gg Skip slowly on the spot.
gg Skip side to side.
gg Jump or hop on the spot.
gg
While marching on the spot, raise
arms out from the sides of the body to
shoulder height.
gg Now slowly circle arms forward 8 –10
times and backward 8 – 10 times.
Objectives:
gg Pupils to create their own representation of sporting movement.
gg Pupils to express themselves and their interests through art.
Resources:
gg Enough copies of the Pupil Sheet for each student.
gg Range of materials and media for creative work (paint, paper, paper rolls, cardboard, recycled items).
Starter:
Explain to students that they need to choose an athletic event and create a piece of equipment out of
the resources. Assist the pupils as they fill out the Pupil Sheet. This should give them some ideas and help
them think of words that describe their chosen event. Students are then required to create a piece of art
that can be used as equipment in their chosen event (for example, a javelin out of straws or cardboard, a
hurdle out of a box, a discus out of some paper plates, relay baton out of paper rolls).
Main Body:
Pupils should do some individual research and choose an athletic event. They should then fill out the
Pupil Sheet and pick some art supplies they will use to create their artwork.
3. Climb the Ladder
4. Body Shake
Children stand with feet slightly apart.
gg Move arms and legs up and down as if
climbing a ladder to the sky.
gg Climb a ladder for 20 – 30 steps.
gg
gg
Gently shake one arm, the other, both.
gg Shake one leg, the other, both, head,
hips, whole body.
Task:
Pupils will create an athletics utensil or some equipment by using recycled items and paint. It can be a
way for students to express their creativity on something can that actually be used in an athletic event.
Plenary:
Pupils should present their piece of art to their peers, explaining what it depicts. Pupils peer assess by
asking questions about why certain decisions were taken.
Extension activity:
Pupils could use these pieces of art outside in an athletic activity and see how well they actually work.
Differentiation:
Gifted and talented pupils can make more complex artworks, such as expressing athletic movement
through art.
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YES WE CAN .....
PUPIL SHEET 1
Answer the questions below:
1. Which athletic event will you create artwork for?
BEFORE
2. What will you create?
3. What will you use to create your piece of art?
AFTER
4. What is it about the event that you will show with your art? Write down some descriptive words, for
example: Agility, Teamwork, and Victory.
BEFOREAFTER
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Lesson 9: Drama – Moments in an Athlete’s Career
TEACHER SHEET
Give each group a scenario to act out.
TEACHER PLAN
Pupils will research an athlete and act out moments in their career.
Age: 7-12
Objectives:
gg Pupils to understand how to become a successful athlete (preparation is key).
gg Pupils to understand that all athletes have to overcome obstacles and setbacks to achieve success.
Resources:
gg One copy of Pupil Sheets 1-10 for the groups.
Starter:
Explain to pupils that they will be using drama to explore some of the emotions athletes experience.
Discuss how all elite athletes start at lower levels and face challenges, successes and experiences to
become who they are today. State how emotion and feeling are important to portray throughout their
performance and this can be done with or without words.
Main Body:
Students will, in groups, act out an athlete’s life based on the scenarios given to them by the teacher
(Teacher Sheet).
Task:
The class should get into small groups and be given a scenario. They will then have 15 minutes to create a
short play that portrays the scenario and some other parts of the athlete’s life (this can be made up). The
pupils will then come together, read out their scenario to the class and act out their short play. Teachers
can then start a discussion on whether students thought that the performance was clear or not. Then
the pupils are able to ask the group questions and they have to answer from the point of view of the
character in their scenario.
Plenary:
Teachers assess this activity by asking students what qualities make a successful athlete. If necessary,
prompt them to think about the role of preparation in success and how every athlete has a different
background.
Extension Activity:
Ask students to prepare a statement that has been spoken by athletes, describing the best and worst
moments of their sporting career.
Scenario 1
It’s a Monday morning, one month from a big athletics competition. The athlete is worried that the
training is not going well. The athlete is struggling to improve in their weak event and is becoming
frustrated. The personal coach and another famous athlete are trying to get the athlete to continue
training but the athlete is down and can’t get motivated. The athlete says, “I can’t do it, it’s not working, I
should pull out of this championship…”
Scenario 2
It is the second day of the competition and the last event is about to take place – the lung-busting 800m.
The athlete is in second place. If the athlete picks up the pace and achieves their best time they can win
the competition. But the athlete has a strain. If they go for it and get injured they won’t be able to gain a
medal. The support team and coach are trying to decide what to do. The athlete says, “Maybe I should
not push it and settle for silver.”
Scenario 3
A discus athlete is heading to the 2012 Olympic Games. They have won every discus event for the last
two years. They come into the Games feeling very confident. They’re saying, “I can win it easy, no one can
beat me!” But all of a sudden, a German athlete has broken their world record at a German event! Now
they have a tough competitor.
Scenario 4
It’s the opening ceremony and a young sprinter is overwhelmed with the sports celebrities they are
surrounded by. This sprinter only just qualified for the Games. They are very young and have lots
of learning and improving to do before they become a gold medallist. They are just thrilled with the
opportunity to compete in this prestigious event alongside their heroes. They’re optimistic about the
event but aren’t expecting to win!
Scenario 5
A Jamaican runner has been selected to compete in the 4x100m team relay but the day before the event
they’ve got food poisoning. They don’t know if they should pull out (which will mean the whole team
can’t compete), quickly find a replacement, or race while feeling sick.
Scenario 6
An athlete has just been selected to compete in the Diamond League athletics series in Finland in a
few weeks’ time but they don’t currently have enough money to get there. How will they make enough
money to get to Finland and will they get there in time?
Scenario 7
An athlete from Australia is racing in the marathon. They didn’t get a very good start and now they’re
caught at the back of the pack. They’ve got 10km to go and the athlete has suddenly found a small burst
of energy, but is it enough to catch the people who are currently winning?
Scenario 8
One week out from the Olympic Games, Korea’s best runner has sprained their ankle. They’re not sure
if it will be better by the start of the event and practising on it could make it worse. They’ve dreamed of
going to the Olympics but if they run on this sore ankle, they could do more damage and be injured for a
long time.
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TEACHER SHEET (CONTINUED)
PUPIL SHEET 1
Scenario 9
A long jumper has dreamed of going to the Commonwealth Games but they’ve just missed out on
qualifying for their country by a few centimetres. There’s only one more chance to qualify and that
would require the biggest jump they have ever done. Will they make it to the Commonwealth Games or
will they miss out and have to wait until the next Commonwealth or Olympic Games?
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 10
Six months out from the national athletics event, an athlete has a sore leg and can’t run as fast as they
usually can. They’re thinking about giving up because they don’t think they will ever be good enough and
their leg is very sore. They think it might be easier to give up completely. The coach thinks the athlete has
a lot of potential and can be very successful, but the athlete doesn’t think so.
Below are some questions to help the pupils explore the scene and the emotions the characters may
feel.
gg
gg
gg
gg
gg
gg
gg
What are the character’s hopes?
What are the character’s fears?
What does your character want to achieve?
What choices does your character have at this point?
What is your character feeling at the moment?
What is your character thinking at the moment?
What does your character need to do to achieve their goals?
Scenario 1
It’s a Monday morning, one month from a big athletics competition. The athlete is worried that the
training is not going well. The athlete is struggling to improve in their weak event and is becoming
frustrated. The personal coach and another famous athlete are trying to get the athlete to continue
training but the athlete is down and can’t get motivated. The athlete says, “I can’t do it, it’s not working, I
should pull out of this championship…”
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
PUPIL SHEET 2
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 2
It is the second day of the competition and the last event is about to take place – the lung-busting 800m.
The athlete is in second place. If the athlete picks up the pace and achieves their best time they can win
the competition. But the athlete has a strain. If they go for it and get injured they won’t be able to gain a
medal. The support team and coach are trying to decide what to do. The athlete says, “Maybe I should
not push it and settle for silver.”
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
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PUPIL SHEET 3
PUPIL SHEET 5
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 3
A discus athlete is heading to the 2012 Olympic Games. They have won every discus event for the last
two years. They come into the Games feeling very confident. They’re saying, “I can win it easy, no one can
beat me!” But all of a sudden, a German athlete has broken their world record at a German event! Now
they have a tough competitor.
Scenario 5
A Jamaican runner has been selected to compete in the 4x100m team relay but the day before the event
they’ve got food poisoning. They don’t know if they should pull out (which will mean the whole team
can’t compete), quickly find a replacement, or race while feeling sick.
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
PUPIL SHEET 6
PUPIL SHEET 4
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 4
It’s the opening ceremony and a young sprinter is overwhelmed with the sports celebrities they are
surrounded by. This sprinter only just qualified for the Games. They are very young and have lots
of learning and improving to do before they become a gold medallist. They are just thrilled with the
opportunity to compete in this prestigious event alongside their heroes. They’re optimistic about the
event but aren’t expecting to win!
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
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Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
ATHLETICS NEW ZEALAND - CROSS CURRICULAR RESOURCE FOR PRIMARY SCHOOLS
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 6
An athlete has just been selected to compete in the Diamond League athletics series in Finland in a
few weeks’ time but they don’t currently have enough money to get there. How will they make enough
money to get to Finland and will they get there in time?
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
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PUPIL SHEET 7
PUPIL SHEET 9
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 7
An athlete from Australia is racing in the marathon. They didn’t get a very good start and now they’re
caught at the back of the pack. They’ve got 10km to go and the athlete has suddenly found a small burst
of energy, but is it enough to catch the people who are currently winning?
Scenario 9
A long jumper has dreamed of going to the Commonwealth Games but they’ve just missed out on
qualifying for their country by a few centimetres. There’s only one more chance to qualify and that
would require the biggest jump they have ever done. Will they make it to the Commonwealth Games or
will they miss out and have to wait until the next Commonwealth or Olympic Games?
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
PUPIL SHEET 8
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 8
One week out from the Olympic Games, Korea’s best runner has sprained their ankle. They’re not sure
if it will be better by the start of the event and practising on it could make it worse. They’ve dreamed of
going to the Olympics but if they run on this sore ankle, they could do more damage and be injured for a
long time.
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
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PUPIL SHEET 10
Act out this scenario but also show the audience some of the athlete’s life, such as what they did as a
child and what they did to become the athlete they are now (you can make this up).
Scenario 10
Six months out from the national athletics event, an athlete has a sore leg and can’t run as fast as they
usually can. They’re thinking about giving up because they don’t think they will ever be good enough and
their leg is very sore. They think it might be easier to give up completely. The coach thinks the athlete has
a lot of potential and can be very successful, but the athlete doesn’t think so.
Some things to think about:
gg What are the character’s hopes?
gg What are the character’s fears?
gg What does your character want to achieve?
gg What choices does your character have at this point?
gg What is your character feeling at the moment?
gg What is your character thinking at the moment?
gg What does your character need to do to achieve their goals?
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Lesson 10: Music – Create a Team Chant
RESOURCE SHEET
TEACHER PLAN
Below are some chant examples. You may share these with the class or look online for some videos of
chants.
Pupils will hear some team chants used at athletics events. They will discuss the chants and compose
one for their team/house/group based on their discussions and instruments available to them.
1.
Leader: I say we’re what?
Followers: Red hot!
Leader: I say we’re what?
Followers: Red hot!
All: I say were R-E-D red H-O-T hot when we start we can not stop RED HOT (clap clap) RED HOT (clap,
clap)
Age: 7-12
Objective:
gg Understand what team chants are and when they are used.
gg Create a chant to represent their team to be used at events and celebrations.
Resources:
gg Musical instruments.
Starter:
Explain to the pupils that team chants are used at many sporting events to motivate, encourage and
support a team, group or individual competing. Explain and demonstrate (using examples provided) how
chants often rhyme, can be repetitive and can have a leader and followers.
Ask pupils what they think about the chants. Is it uplifting? How does it make them feel? What is the
tempo (fast or slow)? Do you sing it or say/shout it?
Main Body:
Pupils will split into groups (house teams or groups with mixed ability) and create their own team chant.
Encourage pupils to think about rhyming, choice of words (encouraging, supportive), instruments (types
of instruments, beat, loudness).
Task:
Pupils will create a chant that can be used during an athletic event to support and motivate competitors.
It should be no longer than 30 seconds. Pupils should write the chant down initially and learn it off by
heart so they can sing it at a school athletics event.
Plenary:
Pupils present and play their chants to the rest of the class. After each chant has been played, the class
can peer assess each group’s music; what did they like, and what could be changed. Afterwards the class
can vote for the chant they thought would best inspire and motivate competitors in an athletic event.
Extension Activity:
Pupils can present their chants in assembly or publish them in a school newsletter.
2.
The (team name) are here
Stand up and cheer
We’re second to none
We’re number one
We’re on the top
We can’t be stopped
(team name) on top
(team name) we rock!
3.
Leader: What time is it?
Everyone: Game time
Leader: What time is it?
Everyone: Game time
All: 1-2-3 Go (team name)! Go!
4.
(team name) pride!
(team name) pride!
We’re steppin’ up,
so step aside!
We’re the best;
we’re here to win
(team name) power’s here again!
5.
We Will, We Will,
Rock you down, Shake you up, Like a volcano about to erupt, Mighty mighty (teams name) here to stay, We’ll rock you all night, and rock you all day! Goooooo (team name)
6.
2, 4, 6, 8
Who do we appreciate?
Not the king
Not the queen
But the (team name) team!
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Lesson 11: History – Significant Moment in History
RESOURCE SHEET
TEACHER SHEET
Tokyo Olympic Games 1964
Pupils will research a famous occurrence in Olympic or Commonwealth history. Groups will use the
information provided on the Pupil Sheets and do their own research to prepare for their report, and
present them to the class.
The lead-up to the 1964 Olympic Games in Tokyo was tough. Peter was running twice a day and doing
the Waiatarua circuit on Sundays. He pulled a thigh muscle and noted in his diary that he couldn’t care
less if he got to the Olympic Games or not. This was a low point in his training, but several days later he
turned in an excellent time trial which gave him the mental lift he needed. Peter had made a decision to
try for the 800m/1500m double – winning Gold in both races. This had only ever been achieved once
before, by British athlete Albert Hill in 1920. Doubts began to creep in though – would he, by trying to
do too much, miss out on both?
Age: 7-12
Objectives:
To communicate information about a sporting event in history.
To identify the difference between ways of life at different times.
Resources:
Enough copies of the Pupil Sheet so each group has one.
Research tools for students (internet, books etc).
Starter:
Explain to the pupils that they will be working in small groups to present a short news report as if on TV.
The news report will be about an important event that happened in the Commonwealth or Olympic
Games. You can show the students the link below so they understand what a news report is: http://www.
youtube.com/watch?v=W0CHne278aI
In the meantime, Peter had also been selected as the flag-bearer for the New Zealand team at the
Opening Ceremony. The pressure wasn’t far from his mind though. As he said, “Being the flag-bearer
for New Zealand in 1964 was a big source of pride. It really reflected the fact that there were other
expectations down the line for me to do well.” In the stadium at the 1964 Tokyo Olympic Games, crowds
are cheering all around. Peter Snell, now the crowd favourite after being an unknown only four years
earlier, won his first heat of the 800m. He also won his semi-final, but then heard that the Olympic
record had been broken in one of the other semi-finals. He fought to stay positive and focused.
In the final, his race plan became confused as other competitors made unexpected moves. But Peter was
running easily and surged ahead strongly to beat his two main rivals. The relief of the feel of the tape on
his chest was matched by the satisfaction of reclaiming his record.
After watching this, you can discuss what is in a news report and what students should include in their
report.
Main Body:
Allow the pupils to go online and research famous, historic Olympic events (for example, 1936 “Hitler’s
Olympics”). They may, alternatively, use the Resource Sheet for information about Peter Snell and the
Tokyo Olympics. Pupils should complete the Pupil Sheet that will help them to prepare for their 2 minute
news report.
Task:
Each group will prepare a news report about the event. Pupils can play one or more roles, such as a news
reporter in the studio, news reporter at the track, athletes, officials, relatives, coaches and so on. The
news report should explain what happened, why it happened and whether it changed people’s attitudes.
Plenary:
Pupils will present their news reports to the rest of class. Once a group has completed their report, other
students can ask questions and be asked by the teacher to explain what happened at the event and why
it was important. Teachers can assess the pupils’ understanding of the task and the report by monitoring
the discussion.
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PUPIL SHEET
Lesson 12: IAAF Kids’ Athletics Competition
News Report
Introduction
The objectives of the IAAF youth programme are very clear: to help children to fulfil themselves not
only at the motor and physical level but also at a mental and emotional level. To achieve the education of
children, we need to devise a progressive and structured action.
In small groups you are going to create and present a 2 minute news report as if it were on TV. Do some
research and choose an interesting event in Commonwealth or Olympic Games history, for example
when someone famously won a gold medal, or when something went wrong.
One student will pretend to be a news reporter. The news reporter will question various people present
at the event (other reporters, officials, athletes, coaches and supporters for example), played by other
pupils. Through their answers, your news report will explain to the viewers what is happening.
Let us give some leads which can help to include the Kids’ Athletics and the formula in development
projects involving schools.
Chosen event:
To help you prepare your report, fill in answers to the questions below:
gg
When did this event happen?
gg
What happened?
gg
What were the names of the main people or countries involved?
gg
Why did it happen?
gg
Why was it important to sport?
Consider these points to help you produce the best news report possible:
gg
The forms of events – on an occasional basis – which are proposed by the IAAF programme require
some training and need to be integrated into local, regional or even national projects to be completed in
accordance with the IAAF educational objectives.
Rather than a reporter explaining what happened, it can be more effective if the reporter asks
a series of questions. This allows eyewitnesses to explain what happened in their own words in
response to the questions.
gg
The report should have a clear introduction that sets the scene quickly using few words.
gg
Consider using useful and interesting information that keeps the viewers interested and so they
understand the report.
gg
The report should have a definite ending that provides a clear conclusion.
Presentation of Kids’ Athletics in schools
The IAAF Kids’ Athletics approach is an excellent tool to start teaching athletics in schools. It gives
specific objectives to the sports practice during the PE classes. These objectives are the following:
Objectives of health development
gg Objectives of socialisation
gg Objectives of access to athletics culture
gg
These objectives must be shared by all schoolchildren.
Let us show how athletics, through Kids’ Athletics, can promote the objectives of the school community;
then we shall make a few proposals on the possible use of this concept to enrich the school environment.
Kids’ Athletics: A Privileged Tool for Physical Education in Schools
a) Motor and Physical Dimension
Athletics is a Sports and Physical Activity which is an officially approved « basic » sports practice,
preparatory to other sports and very favourable for the acquisition of good health. This is a major reason
for the necessity of athletics in PE classes.
Firstly, athletics involves the permanent search for efficient motor abilities, for the best way to be
competitive or to save energy at a given level of performance. This search for progress is made through
the basic motor functions (run, jump, throw) which are the basis of children’s physical activity.
Being more efficient and sparing with the basic motor functions will give children the possibility to
succeed in several fields where they can blossom fully (sports, games, social activities, etc). This is,
without a doubt, one of the main advantages in doing athletics – the « transferable » quality of athletic
skills.
Another interesting dimension in athletics is the major impact on the development of children’s fitness.
Indeed, the results in our sport are very much affected by the athletes’ physical abilities. This is due
to the relative simplicity of the athletic practice (no team strategy, no influence of adaptability to
competitors, etc).
This brings us to the second point which is of particular interest for athletics in schools. Because
of the requirements, the constraints, the precision and the simplicity that characterise athletics, it
is an excellent tool for the development of the physical qualities of children: endurance, strength,
speed, suppleness and coordination will be used in easy conditions and will give them a harmonious
development. This development will be a significant factor in good healthwhich is the guarantee for a
pleasant and healthy future.
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b) Social and Mental Dimension
Athletics is a demanding sport. Improved performances result from sustained and organised training
which gives a positive value to the notion of effort, will and resistance. These values are absolutely
necessary to the education of children; they are the basis for all types of learning.
In addition to these inherent characteristics, athletics has another well-known value which is very
important for the socialisation of children: the respect for others (competitors, judges, officials, public,
etc). All over the world, the athletes have mutual respect; they respect the judges who help them in their
performances. In the great championships which represent key challenges for the athletes, we have all
witnessed that adversaries congratulate each other after crossing the finishing line.
These images and the sense of fair play of all the actors in a competition in athletics give an educational
dimension to our sport. Doing athletics is an excellent means of initiating children to mutual respect. It
means helping one another to achieve a common objective, to complete a collective action which implies
a team spirit.
1.2. The Educational Approach to Athletics in Kids’ Athletics
These points are not to be desired for children; often they are not even accessible to them. We will
therefore have to deal with athletics for children respecting the positive values it conveys. Consequently,
we have to make it:
accessible to all children at the motor, physical and mental level
instructive to all children, that is to say multiple and progressive
gg attractive for all children, that is to say it should be a common, adapted and fun activity. Working
towards this aim, we have created Kids’ Athletics.
gg
gg
Adaptation of the events to each age category: all the children can understand and complete all the
events.
Team Competition: each child is willing to see his/her team win; this is not an individual event organised
along hierarchical lines.
Adaptation of time, venue and group to the various abilities of children: it comforts them and it is
appropriate for motivation and play.
Athletics is an excellent educational aid for children, but it needs some adjustments to improve the
impact it can have on education. Indeed, the adult cultural form of athletics is unsuited to the educational
objectives of the practice of children.
Kids’ Athletics: Development of School Activity
Kids’ Athletics is a sports meeting which can be used in different ways to develop the school activity, to
make it more dynamic and pleasant, through efficient group cohesion.
Well-trained adult athletes:
a) Use Kids’ Athletics to organise meetings between classmates or schools leading children to meet
other children and to discover new places.
gg
have efficient technical skills but which are very complex
gg
can specialise in a specific event at a very high level
gg
can deal with the strong feelings of competition by themselves
gg
can endure the comparison with other athletes
gg
are able to understand complicated rules
gg
can prepare for an event over a long term, etc.
b) Use Kids’ Athletics to help understanding in other disciplines: multi-disciplinary aspect.
- Mathematics: addition, comparison, ranking, calculation, average, etc
- Geometry: straight, curved line, square, circle, etc
- Physics: Time, Speed, Length, Acceleration, etc.
c) Use Kids’ Athletics to try and make children act responsibly, to give them autonomy, make them
respect each other, respect the rules, the equipment, etc. The formula is simple and safe; children can
easily make real decisions, playing the part of organisers and judges, and develop autonomy.
d) Use Kids’ Athletics as a physical evaluation tool for children. Kids’ Athletics offers a whole range of
conditioning tests which can be used by the School community to assess fitness, and the evolution of
the health of children. Kids’ Athletics is a fun, simple and all-round sports activity.
Resources:
Guide Organiser (Attachment)
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Teachings
RUNNING EVENTS
The running event group consists of 4 events. They are team events and they cover all the tasks which
can be encountered in this event group and that children need to deal with.
Energy Demands:
gg Aerobic power: 8 minutes of effort at a free pace
gg Anaerobic alactic: less than 5 seconds of effort
gg Anaerobic lactic power: varied effort of 10 - 12 seconds (F1).
Motor Difficulties:
gg Free running speed
gg Hurdles clearance in the direction of running (appropriate hurdles)
gg Hurdles clearance from the side (appropriate hurdles)
gg Start from a crouch position (after a forward roll)
gg Handling and passing of implements for the relay
gg Practice with “high” hurdles and “low” hurdles.
THROWING EVENTS
The throwing event group consists of 4 events which complement one another in the approach of the
motor tasks accessible to children.
gg Throws of light and heavy implements (relative weight)
gg Rotational and linear throws
gg Precision and performance throws
gg Forward and backward throws
gg One-handed and two-handed throws
gg Backward throws with extension of the legs
gg Kneeling throws with a correct position of the hips.
JUMPING EVENTS
The jumping event group consists of 4 events which complement one another and cover all the motor
tasks which can be encountered in this event group.
gg Jumps with take-off from both feet – from one foot
gg Repeated jumps with suppleness and arm coordination
gg Jumps with approach and holding an implement
gg Jumps with a long programming of the action.
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