Final Assessment Project, Track & Field: Arledge, Ken
1
Unit Program Content & Overview
Assessment occurs over the course of a six week unit in which a variety of track
& field events are taught. The clientele for this unit are third through fifth grade
students with class sizes averaging 24-30 students. The timing scheduled for this unit is
based on 45-minute class periods in which students meet for physical education twice per
week.
Broad Targeted Standards Addressed
The following National Standards for Physical Education are incorporated
throughout the course of the entire unit on Track & Field:




Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of physical
activities.
Standard 5: Exhibits responsible personal and social behavior that respects self
and others in physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.
Specific Unit Goals
The specific goals/learning outcomes that are relevant to the Track & Field unit
and the standard to which they directly link are:






To perform accurate sprint/running technique (Standard 1).
To perform proper technique in a variety of field events (Standard 1).
To demonstrate an understanding of technique in a variety of field events such as
long jump, triple jump, softball throw, and shot put (Standard 2).
Demonstrate personal responsibility by following through with the tasks
designated to each role given to the members of a team. (Standard 5).
Work as a team by verbally encouraging each other and not arguing or using
putdowns.
Selects and practices a field event in which improvement is needed; students are
challenged by learning a new skill and enjoy broadening their repertoire of
movement skills (Standard 6).
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
2
Assessments Integrated into Lessons
Lesson #
Assessment type
Domain
Content
 Lesson 1- Preassessment
Teacher Observation (PDA),
psy/affective,
sprint technique
 Lesson 2- Ongoing score sheet (S/S): team name, write member on S/S, file away
- Preassessment (at the end of the lesson)
Student Self (clickers),
cognitive,
jumps & throws




Lesson 3- Formative
Peer Observation,
psychomotor,
Lesson 4- Formative
Student Self/ group work,
affective,
Lesson 5- Formative
Student Self,
psychomotor,
- Post-assessment
Student Self (clickers)
cognitive,
Lesson 6- Summative/Culminating Event (Track Meet)
Team assessment
psy/cog/aff
Elementary Students 3rd – 5th grade
long jump
triple jump
shot put
jumps & throws
jumps & throws
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
3
Guidelines for the Culminating Track Meet
Today for class you and your team are going to compete in a track meet. Each one of you
will be given a role (recorder, equipment manager, team captain, time keeper or
measurer, & encourager). Travel as a team to each event. When you get to the event
everyone must perform the task, and at least two people from your team must be recorded
on your score sheet! Descriptions for each role will be explained on the clipboard at each
event’s starting point. All groups must read the event clipboard. The whistle will be
blown every 5 minutes to rotate to the next event. Each team member’s final grade for
the Track & Field unit will be based on a combination of self scoring, peer scoring, and
teacher assessments of each group member. In addition, each team must show
teamwork/sportsmanship and complete the score sheet according to the following criteria:
Rubric:
Score
Task
Performance
4
Every student
performed each event.
3
All but one event was
completed fully. At
each event one person
did not participate.
Two students did not
participate at the
event.
2
1
Three students did not
participate during the
events.
Score Sheet
Completed
Teamwork/
Sportsmanship
All scores were
All members work
recorded, and readable together without
arguing. All roles
performed
appropriately.
Encourage other teams
during rotation time.
At least two scores are Minimal arguments.
recorded under each
All roles fulfilled, but
event.
no encouragement of
other teams.
Some scores missing
Some roles were not
from at least one
fulfilled. A few
event.
negative comments
were stated to
teammates.
Not readable and
Few to no roles were
mostly incomplete.
performed. Groups
should not work with
each other ever again.
Team’s Total Score = _______________
Scoring:
Gold Metal—Your team gets all 12 points.
Silver Metal—Your team gets 9-11 points.
Bronze Metal—Your team gets 6-8 points.
Runner Up Ribbon—Your team gets 3-5 points.
Novice Ribbon—Your team gets 0-2 points.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
4
Culminating Event—Track Meet Score Sheet Assessment (lesson 6)
Psychomotor, Cognitive, & Affective domains
Team Assessment
OLANDER TRACK MEET
SCORE SHEET
TEAM COUNTRY: ____________________________________
Teams can choose from Russia, China, United States, Australia, Brazil, or Mexico
Student
Long Jump
Triple Jump Shot Put
Softball
Individual
Name
Throw
Points
Team points
Place
Scoring Table on next page:
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
5
TRACK MEET SCORING TABLE
Measured in:
TRIP.
JMP
33.00
32.50
32.00
31.50
31.00
30.50
30.00
29.50
29.00
28.50
28.00
27.50
27.00
26.50
26.00
25.50
25.00
24.50
24.00
23.50
23.00
22.50
22.00
21.50
21.00
20.50
20.00
19.50
19.00
18.50
18.00
17.50
17.00
16.50
16.00
15.50
feet
PTS
1000
975
950
925
900
875
850
825
800
775
750
725
700
675
650
625
600
575
550
525
500
475
450
425
400
375
350
325
300
275
250
225
200
175
150
125
SHOT
PUT
30.00
25.50
25.00
24.50
24.00
23.50
23.00
22.50
22.00
21.50
21.00
20.50
20.00
19.50
19.00
18.50
18.00
17.50
17.00
16.50
16.00
15.50
15.00
14.50
14.00
13.50
13.00
12.50
12.00
11.50
11.00
10.50
10.00
9.50
9.00
8.50
feet
Elementary Students 3rd – 5th grade
PTS
1000
975
950
925
900
875
850
825
800
775
750
725
700
675
650
625
600
575
550
525
500
475
450
425
400
375
350
325
300
275
250
225
200
175
150
125
LJ
15.0
14.1O
14.8
14.6
14.4
14.2
14.0
13.1O
13.8
1.6
13.4
13.2
13.0
12.1O
12.8
12.6
12.4
12.2
12.0
11.1O
11.8
11.6
11.4
11.2
11.0
10.1O
10.8
10.6
10.4
10.2
10.0
9.1O
9.8
9.6
9.4
9.2
feet
PTS
1000
975
950
925
900
875
850
825
800
775
750
725
700
675
650
625
600
575
550
525
500
475
450
425
400
375
350
325
300
275
250
225
200
175
150
125
S BALL
250
243
236
229
222
215
208
201
194
187
180
173
166
159
152
145
138
131
124
117
110
103
96
89
82
75
68
61
54
47
40
33
26
19
12
5
feet
PTS
1000
975
950
925
900
875
850
825
800
775
750
725
700
675
650
625
600
575
550
525
500
475
450
425
400
375
350
325
300
275
250
225
200
175
150
125
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
6
Preassessment (lesson 1)
Psychomotor & Affective domains
Teacher observation with the PE Manager PDA
Sprint or running technique and respect toward the teacher
Student Name
Trunk Technique
Leg Technique
Respect Teacher
Trunk Technique
4
Sprint is performed with all three technical components (1) Head—head and spine
are aligned, eyes are fixed on a spot in the distance, and lips and check muscles
are relaxed, (2) Trunk—shoulders are square to the direction the runner is
moving, upper body is in a slight forward lean, shoulders should not move
forward and backward with arms, and neck/shoulder muscles are relaxed, and (3)
Arms—the arms pivot at the shoulder, elbows maintain a 90 degree angle, and
hands are open because hands should not make a fist.
3
Sprint is performed with two technical components fulfilled.
2
Sprint is performed with one technical component fulfilled.
1
Sprint is performed with zero technical components fulfilled.
Leg Technique
4
Sprint is performed with all three technical components (1) Foot Strike—foot
strikes the ground below the hips, the ball of the foot hits the ground, ankle is in a
dorsiflexion position, (2) Leg Cycle—toe up, knee up, and heel up with a smooth
powerful cycling of the legs, and (3) Knees High—knees should come to about
waist level, toe/ankle/knees/hips should all be aligned in a forward direction, and
after the student’s kneed is at waist level it should come down quickly allowing
the foot to strike the ground directly below the person’s hips.
3
Sprint is performed with two technical components fulfilled.
2
Sprint is performed with one technical component fulfilled.
1
Sprint is performed with zero technical components fulfilled.
Respect Teacher
4
Listens and stops talking while teacher is talking, asks clarifying questions, does
not interrupt, open to feedback.
3
Takes awhile to stop talking when teacher is talking, sometimes knows what to do
after instructions are given, sometimes takes feedback well and tries what is
asked.
2
Teacher always has to ask them to stop talking while teacher is talking, resists
feedback, and does not know what to do after instructions are given.
1
Student is sent to the office or gets multiple refocus forms.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
7
Pre/Post-assessment (lesson 2 & 5)
Cognitive domain
Clicker Quiz CPS—Student self assessment
OLANDER ELEMENTARY PHYSICAL EDUCATION
TRACK AND FIELD UNIT
JUMPS AND THROWS:
Multiple Choice—Choose the most correct answer.
1.
When figuring your step to the take-off board, all run throughs should be
done at…
a ) the same speed each time to develop consistency on the runway.
b ) different speeds only.
c ) fast at take-off only.
d ) all of the above.
2.
The plant of your take-off foot should be…
a ) in front of your knee.
b ) underneath your knee.
c ) behind the knee for optimum force application.
d ) b and c only.
3.
The long jump can be described as…
a ) changing horizontal speed to vertical lift.
b ) horizontal lift to vertical speed.
c ) jumping as high as you can.
d ) jumping as you are running down the runway.
4.
The triple jump has three main parts to it. They are the following…
a ) hop, step, and jump.
b ) left, left, right, (if you are a left foot plant).
c ) 1st, 2nd, and 3rd.
d ) all of the above describe the triple jump.
TRUE OR FALSE
5.)
6.)
T
T
F
F
7.)
8.)
9.)
T
T
T
F
F
F
The shot put is actually a throw similar to the softball throw.
The shot put must be thrown at a 45 degree angle to get optimum
flight.
The shot put must have the legs involved to maximize distance.
The softball throw is much like the baseball pitchers throw.
The softball thrower may not go over the scratch line. The thrower
should give him/her self enough room to allow for this.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
8
Formative Peer Assessment (lesson 3)
Psychomotor domain
Long Jump (shown on next page)
Below is a sample task progression leading up to the assessment.
Performance Outcome
Perform a long jump by running and jumping into the sand using the proper technique
throughout the take-off, flight, and landing phases.
Sample Task Progression
Task one: Student determines the foot they will jump off of.
Task two: Each student will spread out in personal space and pick a line on the floor to
stand on. The students will take one step back from that line, then jump off of their
“jumping foot” as far as they can without jumping into anyone else.
Task three: Students execute the same jump (one step back) with a knee drive and
opposite hand punching through the sky.
Task four: Students execute this with a three step and landing with bent knees and arms
forward.
Assessment
This peer assessment was created in Microsoft PowerPoint for 6th grade students.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
9
Observer’ Name: _______________________ Performer’s Name: ____________________
Date: __________ Skill to be Diagnosed: ___LONG JUMP______________________
Visual
Cues
Take Off Phase
Flight Phase
Yes No
Comments/ Remarks
•The
athlete
should achieve
top speed at
take off.
•The step should
be exactly on
the board.
•Strides should
be increasingly
faster.
•Get
into a
position that
maximizes
jumping distance.
•Slow the forward
rotation by using
the “hitch kick.”
•Remain
patient
while
in
the
air.
Landing Phase
•When the heals
hit the ground,
hips should be
low also.
•When the heals
hit the ground,
the athlete should
bend the knees to
allow the hips to
pass forward,
while both arms
sweep down and
back.
Track & Field- Long Jumping
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
10
Formative Self Assessment (lesson 5)
Psychomotor domain
Shot Put (shown on next page)
Below is a sample task progression leading up to the assessment.
Performance Outcome
In the field event of shot put, throw the shot put to the minimum distance of 12 feet for
girls and 15 feet for boys.
Sample Task Progression
Task one: Verbal intro with students standing in advanced information formation.
Explain the body position during the shot put. (and safety talk)
Task two: Students stand in three lines (break out from the advanced information
formation) and perform the shot put step by step in slow motion with and imaginary shot
put.
Task three: Break into two stations (soft ball throw & shot put).
Task four: Students line up and practice.
Task five: Student jobs: 1st in line is shot putter, 2nd in line is the measuring tape person,
3rd in line is the shot put retriever. After each person performs the shot put, they must
complete the self-assessment and then get back in line to throw again.
Assessment
This is a self-assessment for 3rd - 6th grade students (on next page).
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
11
TEACHER’S GRADING RUBRIC FOR:
SHOT PUT SELF-ASSESSMENT:
Scoring Key:
3 = mastered
2 = getting better
1 = not yet mastered
Components/Criteria:
A. Preparation phase—
3 The body should be placed in a position low, legs bent, and 180 degrees
apposite the throwing sector. The uninvolved arm should extend straight
forward from the shoulder, head neutral, forward leg bent at approximately 45
degrees.
2 One to two common errors occur.
1 Physical movement is not fluid, and the athlete has more than two common
errors.
B. Execution phase—
3 The uninvolved arm is thrown strongly backward and around the back to
initiate the rotation of the body. As body rotates, the hips come through first
and open to the throwing sector. The hips remain square to the throwing
sector during the complete throw. The legs are still bent to allow for
maximum explosive power when throwing-remember your legs are much
stronger than your arms-use them! The involved arm (the one that is actually
using the shot) should be in a position holding the shot close to the jaw, elbow
back and high. The arm should extend upward at a 45-degree angle of release,
and most importantly, the elbow locks in behind the hand. Do not let the
elbow come through first, as you would in a basketball type throw. The hand
must always lead the elbow.
2 One to two common errors occur.
1 Physical movement is not fluid, and the athlete has more than two common
errors.
C. Follow Through phase—
3 The throwing arm should follow through to the opposite side of the body with
a complete rotation of the body. The thrower may hop during the throw and
release portion-be careful not to step over the toe board. This will result in a
scratch throw. You may touch the board, but not go over it.
2 One to two common errors occur.
1 Physical movement is not fluid, and the athlete has more than two common
errors.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
12
Observer’ Name: _______________________ Performer’s Name: ________________________
Date: __________ Skill to be Diagnosed:
Shot Put
Visual
Cues
Preparatory
Phase
Yes No
Overall Rating/Comments
Rate your partner for each phase:
3=mastered 2=getting better 1=not yet mastered
•Legs
bent.
180o from
sector.
•Body
Circle:
3
2
1
2
1
2
1
Comments:
•Head
Execution
Phase
•Hips
neutral.
rotate first.
Circle:
•Legs
3
still bent.
•Thrower’s
arm
holds shot close
to jaw.
Comments:
•Elbow
back and
high, and elbow
lock behind the
hand.
Follow
Through
Phase
•Throwing
arm
follows through
to the opposite
side of the body
to complete the
rotation.
•Thrower does
not step over the
toe board—
results in a
scratch.
Circle:
3
Comments:
Track & Field – Shot Put
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
13
Formative Assessment (lesson 4)
Affective domain
Student self assessment
First Name:______________ Last Name:_______________
Directions: Use the accompanying rubric sheet to determine how well you functioned
within each of the performance areas listed below. Record the scores that you feel you
deserve for each of the categories listed in the chart below and then add up the total score.
PARTICIPATES COOPERATES RESPECTS CONTRIBUTES TOTAL
WITH GROUP
WITH GROUP OTHERS
POSITIVELY
SCORE
TO THE
GROUP
SCORE
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
14
Student/Teacher Rubric for Student Scoring Sheet for Track Meet Preparation
PARTICIPATES WITH GROUP
4 Always present and always an active participant in the group activity.
3 Usually present and/or usually took an active part in the group activity.
2 Sometimes present and/or usually took an active part in the group activity.
1 Rarely present and/or rarely participating in the group activity.
0 Never present and/or never participates in the group activity.
COOPERATES WITH GROUP
4 Always listens to other group members and works with the other group members.
3 Usually listens to the ideas of others and while working with the other group
members toward a common goal.
2 Sometimes is willing to listen to the ideas of others and occasionally works with
the other group members toward a common goal.
1 Rarely is willing to listen to the ideas of others and seldom works with the other
group members toward a common goal.
0 Never listens to anyone else’s ideas and does not work with the group toward a
common goal.
RESPECTS OTHERS
4 Always showed concern about the feelings of others and valued their input.
3 Usually showed concern about the feelings of others and valued their input.
2 Sometimes showed concern about the feelings of others and valued their input.
1 Rarely showed any concern about the feelings of others and frequently put others
down for their input.
0 Never showed any concern about the feelings of others and was disrespectful in
their comments towards others for their input.
CONTRIBUTES POSITIVELY TO THE GROUP
4 Always contributes as a positive member of the group, providing help to other
group members with their roles, and actively engaging in all events of the track
meet.
3 Usually contributes as a positive member of the group, helping several others with
their roles, and usually engaging in the events of the track meet.
2 Sometimes contributes as a positive member of the group, only helping others
with their roles when asked by the group.
1 Rarely contributes as a positive member of the group, helping few if any team
members with their roles, even when asked by the group.
0 Never contributes as a positive member of the group and provides no ideas for the
group.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
15
Pre/Post-assessment (lesson 2 & 5)
Cognitive domain
Clicker Quiz CPS—Student self assessment
BAUDER ELEMENTARY PHYSICAL EDUCATION
TRACK AND FIELD UNIT
JUMPS AND THROWS:
Multiple Choice—Choose the most correct answer.
1.
When figuring your step to the take-off board, all run throughs should be
done at…
a ) the same speed each time to develop consistency on the runway.
b ) different speeds only.
c ) fast at take-off only.
d ) all of the above.
2.
The plant of your take-off foot should be…
a ) in front of your knee.
b ) underneath your knee.
c ) behind the knee for optimum force application.
d ) b and c only.
3.
The long jump can be described as…
a ) changing horizontal speed to vertical lift.
b ) horizontal lift to vertical speed.
c ) jumping as high as you can.
d ) jumping as you are running down the runway.
4.
The long jump can be described as…
a ) aggressive runway speed, aggressive plant, lay-out, and landing.
b ) 1st, 2nd, and 3rd.
c ) all of the above.
e ) none of the above.
5.
The triple jump has three main parts to it. They are the following…
a ) hop, step, and jump.
b ) left, left, right, (if you are a left foot plant).
c ) 1st, 2nd, and 3rd.
d ) all of the above describe the triple jump.
6.
The best way to lengthen your triple jump is to extend which part of the triple
jump as much as possible.
a ) 1st.
b ) 2nd.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
16
c ) 3rd.
d ) runway speed.
e ) plant.
TRUE OR FALSE
T
T
T
T
T
F
F
F
F
F
T
T
T
T
F
F
F
F
T
F
The shot put is actually a throw similar to the softball throw.
The shot put should be thrown with the elbow locked in behind the hand.
The shot put must be thrown at a 45 degree angle to get optimum flight.
The shot put must have the legs involved to maximize distance.
In the shot put, the elbow follows the rotation and opening of the hips to
the throwing sector.
The shot putter may touch but not go over the toe board.
The softball throw is much like the baseball pitchers throw.
The softball must be released low to get maximum speed and distance.
The softball throw should maximize the leg and arm strength of the
thrower.
The softball thrower may not go over the scratch line. The thrower should
give him/her self enough room to allow for this.
Elementary Students 3rd – 5th grade
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
17
Track & Field
Unit Block Plan
(3rd – 6th Graders; 45 min class)
Lesson 1
Lesson Focus: Track & Field intro; sprint
mechanics
Tasks:
● Announcements/
Preview of day
● Warm up: 2, 1, 5
 2 laps run, 1 lap walk, 5 stretches
● To get faster
1. Strength training
2. Technique
● Running Technique
 Neutral head position
o Head aligned with spine
o Eyes fixed on point in front
 Body aligned
o Head, shoulders, legs
 Arm swing
o Swing set (shoulders are beam,
arms are swings)
o Elbow at 90
o Pivot at the shoulder
 Foot strike
o Strike the ground below hips
o Bicycle pedaling motion with legs
o Legs push the body, not pull
 Relax
o Tighten everything & run
o Then run relaxed
o Lips and checks
● Marks, Set, Go
● Line up
Elementary Students 3rd – 5th grade
Lesson 2
Lesson Focus: How to start & finish a race
Tasks:
● Announcements/
Preview of day
● Warm up: 3-1-1
● Review running technique
● Start a race
 Importance of stretching
 Mental game
 Don’t cross the line
 Lean forward
 Marks, set, go
o Boys & girls stand up for each
command.
● Finish a race
 Run through the finish line
 A tight race (neck and neck)
o Chest forward, arms back
o 1½ steps before finish line, lean
forward & throw arms back
o Pull arms back forward again after
finish line to not fall over.
 Don’t stop before or at the finish line
 Set up cones after finish line
 Leaning tower; lean/fall over the finish line
to
● Race for time against (4 ss to a heat)
● Preview for long jump “monster truck”
● Review
● Line up
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
Lesson 3
Lesson Focus: Approach; Long Jump
Tasks:
● Announcements/
Preview of day
● Warm up: 2, 1, 5
 2 laps run, 1 lap walk, 5 stretches
● Approach
 Equip: 4 tape measures, athletic tape, 4
different colored cones, sticky notes to
mark steps
 Phases of the LJ
1. Approach
2. Plant
3. Take off
4. Flight phase
5. Landing phase
 White board; “speed + height = distance”
 Determining jumping foot
o If write w/ R, then jump w/ L foot
 Counting “jumping foot” steps (5-7)
depending on gym space
 Rotation with groups on each board
 1st step—Every person get their step
marked by a numbered sticky note
 2nd step—Run to the board and have a
partner check step/ make adjustments to
get the step on
 Give demos and draw out steps.
● Long Jump
 Intro “monster trucks”
 Approach
 Have ss look at the “peer ass yellow paper”
 Take off phase
o Scratches/ board/don’t look board
o Can be on board but not over
o On volleyball court white lines,
find a line to where you don’t
jump into someone else.
o One step back, jump from line, &
drive knee, punch threw the roof
w/ the opp hand of jumping foot.
 Flight phase
o Look straight ahead to goal
o Don’t look at the board
o Circle arm (jump leg side) to front
o Extend both legs forward
 Landing phase
o Try to keep feet up
o Forward lean
o Both feet hit sand at same time
● Line up
Elementary Students 3rd – 5th grade
18
Lesson 4
Lesson Focus: Stations: Approach, Triple Jump,
Long Jump; Qualify
Tasks:
● Announcements/
Preview of day
● Warm up: 2, 1, 5
 2 laps run, 1 lap walk, 5 stretches
● Explain rotations
 Make sure LJ rotates to TJ
 LJ teaching progression
o Step plan
o 2 step plant & jump upwardemphasize upward jump-walking
o 3 step plant & jump-walking
o 4 step plant & jump-walking
o 5 step plant & jump-walking
o Slow jog and plant-jump
o 60% speed and jump
o Full approach run throughs
o Full approach with plant & jump
 TJ phases
1. Approach
2. Plant
3. Hop or 1st
4. Step/leap or 2nd
5. Jump or 3rd
6. Flight
7. Landing
 TJ teaching progression
o Step-plant and then triple
o 2 step plant then triple
o 3 step plant then triple
o 4 step then triple
o 5 step then triple
o Follow same progression but with
a slow jog
o Follow same progression but with
full approach
o Explain boards (16’, 18’, 20’, 22’,
and 24’ boards)
● Practice events
 About 5 min on each station
 After each group has gone to every station,
then bring back in and review all events
 Ask who wants to work on each event and
send back to stations
o Stations may have to be changed
to meet ss needs; probably change
the approach boards to LJ or TJ.
● Line up
45 minute classes
Final Assessment Project, Track & Field: Arledge, Ken
Lesson 5
Lesson Focus: Softball throw & Shot put
Tasks:
● Announcements/
Preview of day
● Warm up: 2, 1, 5
 2 laps run, 1 lap walk, 5 stretches
● Softball throw
 Side to target
 Arm Way back
 Step w/ opposite foot
 Follow through
● Shot put
 Safety
o


No throwing when someone is out
in the field
o Wipe off hands if wet
o Throw both puts, THEN retrieve
o Wait line b/w cones
o Communicate, if you see someone
else doing something unsafe then
tell them to stop
o Boundaries of sector & thrower’s
ring
w/o shot put
1. Side to target
2. Point arm to target
3. Knees bent
4. Bend at hips
5. Rotate body
6. Push toward target @ 45o
With shot put (practice throwing)
19
Lesson 6
Lesson Focus: Practice all events (LJ, TJ, shot put,
softball throw, & running events); 4 phases of sprint
race; Qualify
Tasks:
● Announcements/
Preview of day
● Warm up: 2, 1, 5
 2 laps run, 1 lap walk, 5 stretches
● The stations will be:
1. Long Jump
2. Triple Jump
3. Softball throw
4. Shot put
 Allow kids to practice all of the events
 Rotate kids from station to station, once
everyone has had enough time to practice
each station, then allow the ss to go to the
event they choose to practice more.
● Clean up equipment
● Line up
● Clean up equipment
● Line up
Elementary Students 3rd – 5th grade
45 minute classes