TRACK & FIELD
Track & Field UNIT
Grade Level
Length of unit: 3 weeks
 X 7th Graders  X 8th Graders  9th Graders
Written By: Diana Riggs
Educational Objectives & Standards
Unit Objectives
State Standards
1. To learn specific track skills in each of the 11 track events.
ST1 : 1PA-E1-PO1, 1PA-E2-PO2, 1PAE3-PO1.
2. To learn specific rules that relate to each track event.
ST. 6 : 6PA-E1-PO2, ST. 1 : 1PA-E5PO1.
3. To learn how to run more efficiently in sprint and long distance races.
ST. 2 : 2PA-E2-PO1.
4. To learn and demonstrate proper social interactions with peers.
ST 5 : 5PA-E4-PO1.
5. To use physical activity to become more physically fit.
ST. 4: 4PA-E1-PO1.
6. To be active in physical education class while learning track skills.
ST. 2 : 2-PA-E1-PO2.
7. To stretch muscles before each activity.
ST. 2 : 2PA-E2-PO2 ; ST. 4 : 4PA-E2PO1.
8.
9.
Mastery Elements
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75 Meter Hurdles
400 Meter Dash
Shot Put
High Jump
Page 1 of 21
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100 Meter Dash
800 Meter Run
Discus
400 Meter Relay
 200 Meter Dash
 1600 Meter Run
 Long Jump
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106757202
Unit Plan
Track Unit: Schedule for 3 Teachers:
Daily Overview
Day 1
1. 400 Meter Dash
Day 2
1. High Jump
Day 3
1. 800 Meter Run
Day 4
1. 100 Meter Dash
Day 5
1. Long Jump
2. Discus
2. 800 M. Run
2. Shot Put
2. High Jump
2. 75 M.
Hurdles
3. Shot Put
3. 400 M. Relay
3. Long Jump
3. 200 M. Dash
3. 800 M. Run
Day 6
1. 75 Meter
Hurdles
Day 7
1. 400 Meter Relay
2. 100 M. Dash
2. 400 M. Dash
Day 8
Mile
(all classes)
3. Discus
Day 9
1. Shot Put
Day 10
1. Discus
2. 200 M. dash
2. 400 M. Relay
3. 400 M. Dash
3. 75 M. Hurdles
3. High Jump
Day 11
1. 200 Meter Dash
2. Long Jump
3. 100 M. Dash
_________________
*Sign-up Sheets
go up.
Day 12
Track Study Guide
Day 13
Practice &
Make-up
Day 14
Practice &
Make-up
Day 15
Track Test
______________
*Sign-up
Sheets come
down.
Qualifying Times for Track Events: (These can be used as examples.)
75 M. Hurdles:
15 seconds or less (anything in the 15 seconds).
100 M. Dash:
15 seconds or less
200 M. Dash:
35 seconds or less
400 M. Dash:
1:30 minutes or less
800 M. Run:
3:30 minutes or less
1600 M. Run:
8:00 minutes or less
400 M. Relay:
tell them that for their first practice anything under 1:10 is good.
Shot Put:
20’ feet or more
Discus:
50’ feet or more
Long Jump:
11’ feet or more
High Jump:
3’8” or higher
Placing the Qualifying Times, and a copy of the Track Schedule on the window or bulletin
board for the students to see every day will save the teacher a lot of time telling the students
what they are doing and what times/distances they need in order to qualify.
REFERENCES:
1. Track & Field Coaches Survival Guide: Practical Techniques and Materials for building an
Effective Program, Wallace, Edward L. Jr., Parker Publishing Co., 1998.
2. Track & Field, Amateur Athletic Foundation, 1995.
Page 2 of 21
106757202
Unit Plan
DATE: Day 1 – 400 Meter Dash
UNIT: Track & Field
EQUIPMENT: Track, Stop Watch, Recording paper.
Day: 1 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6- 6PA-E1-PO2, ST. 1:
1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 4: 4PA-E1-PO1, ST.2: 2PA-E1-PO2, ST. 2: 2PA-E2-PO2, ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
Intro:
The 400 Meter Dash is one lap around the track.
It is run as a sprint.
Drive arms and legs. The faster you pump your
arms the faster your legs will go. Pump arms at a
90* angle.
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
Lesson Focus:
400 M. Dash
The classic lean of sprinting is a function of acceleration
(i.e. when sprinters accelerate, they lean forward). When
acceleration ends (after 40-60 meters in a 100 M. race
and sooner in the longer sprint races), the torso should
be upright with the head and shoulders directly above the
hips. Attempting to lean forward when not accelerating
will actually cause a sprinter to decelerate by lowering the
center-of-mass and knee lift, thereby shortening the
stride. You don’t need to coach forward lean.
Posture checklist:
- Head held straight with no bouncing or wobble
- Eyes focused straight ahead
- Shoulders relaxed (not hunched), level and square
- Torso sitting erect on the hips
Arm-Action Checklist:
- Arms swing slightly across the body toward the
midline.
- Hands move from a position behind the hip, past the
pocket, and up to shoulder height.
- Hands loose and quick.
- Footstrike Checklist:
- Feet touch down directly below the hips (not in front)
onto the ball, or forefoot.
- Drive forward with a full extension of the leg and push
off the ball of the foot.
Spend extra time stretching legs.
Coaching Word cues:
Running Posture:
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
- “Sit up and lift your knees.”
- “Let the shoulders hang loose and relaxed.”
Arm-Action:
- “Hands up – thumbs up.”
- “Loose hands – loose jaw.”
- “Drive your elbows.”
Footstrike:
- “Reach down and feel for the track with the balls
of your feet.”
- “Drive off the balls of your feet.”
Closure:
Have students run the 400 Meter Dash. Put them in
lanes. Remind them to stay in their lane all the way
around. Run close to the inside lane line.
Record scores so students will know if they qualified
for the School Meet.
Page 3 of 21
Pump arms hard and drive knees. Especially when
half way around the track to have energy to finish
strong to the end.
Lean at the finish line and run hard past the line.
106757202
Unit Plan
DATE: _Day 2 - High Jump
EQUIPMENT: High Jump Pits, Cross Bar, & High Jump Standards.
UNIT: Track & Field
Day: 2 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2, ST.
4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
Intro:
The High Jump is done on the apron using the
high jump pits near the track.
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
High Jump Technique:
The High Jump is an event that combines ballistic
strength with speed, expressed through rhythm and body
control.
The method talked about in this unit will be the
FOSBURY FLOP (named after it’s originator, the 1968
Olympic champion, Dick Fosbury). The Flop has become
the universal method of high jumping. It is relatively easy
to learn, has distinct biomechanical advantages, and
accounts for almost all of the top performances in the
event for the past 20 years.
The single most important factor in High Jump
performance is the execution of an accurate, controlled
approach run. High Jumping is an expression of power
through rhythm.
The Jump consists of three phases:
1. The Approach Run.
2. The Transition and Take-off.
3. Bar Clearance.
The Approach:
The approach run generates horizontal and angular
velocity. This is achieved by running a J-shaped
approach to the bar. The curved portion of the run-up
creates centrifugal force. Doing this puts the body in a
leaning-away-from-the-bar position, which hinges to an
upright position at take-off. The hinge moment creates
rotation, allowing the student to clear the bar.
The J-approach helps generate controlled speed, good
running posture, and to position themselves for the takeoff accurately and consistently.
Page 4 of 21
CUE PHRASES/INSTRUCTIONS
If possible, have the students practice with a
bungy-cord when they first start learning how to
jump. This will prevent them from landing on the
bar and being afraid of jumping.
Spend extra time stretching legs.
Coaching Cues for Beginners:
Introduce the event by starting at the landing pit and
working out toward the beginning of the run-up.
- Have them experience landing on their backs by
doing simple two-legged backward jumps into the
pit. Stress jumping up and landing on the upper
part of the back.
- Determine the take-off foot (right or left) by having
them take a short running jump upward off one
foott. That foot is normally the jump foot (usually
their strong leg).
- Start the bungy cord (bar) even with the top of the
mats to start with. Let each student take a jump
at that height.
- Then raise the bungy cord up to about 3 ½ feet.
Have students jump at that height .
- Raise bungy cord up to 3’8”. Let each student try
jumping at that height. Anyone who can make it
without hitting the bungy cord at that height can
try again with the bar at that height to see if they
qualify for the school/city meet.
- Record students who make that height.
Remind students they can not jump off two feet in the
high jump. Take-off on only one foot is legal.
- Set cones up on the apron in the J-formation so
the students can follow that approach when they
run to the pits.
- Remind jumpers that they will “plant” the outside
foot and “drive” the inside leg and arm up as they
start the take-off. Good arm and knee drive are
extremely important. The teacher should stress
jumping straight up at take-off and not leaning into
106757202
Unit Plan
The Take-Off:
The transition from approach run to take-off is the most
complex portion of the High Jump. During this phase,
horizontal velocity and angular momentum are converted
to accelerate the body off the ground. It is important to
put the body in the most effective jumping position and to
apply the maximum possible amount of vertical force to
the ground. The goal is to raise the center of mass to the
greatest possible height, and the key to the take-off is
lowering the center of mass and maintaining good
position in the last strides of the approach, while
accelerating into the take-off.
The take-off looks somewhat like a lay-up in basketball.
Bar Clearance:
Once the student is off the ground, the path of their
center of mass is completely determined. They should
keep a relatively flat or slightly arched back over the bar.
Keep the arms and head low to elevate the hips, while
raising them will lower the hips. The position of the arms
affects the speed of rotation over the bar. The legs will
clear in response to raising the head and arms once the
hips have passed over the bar.
the bar, as this reduces the height.
Once in the air, the arms should be held near the
body.
- Once the shoulders clear the crossbar, dropping
the head back can help arch the hips over the bar.
- As the hips pass over the crossbar, they should
drop into a sitting position, allowing the legs to
clear.
SAFETY:
No students should be standing next to the standards
or cross bar as they could be knocked into them.
No horseplay (flips, bouncing), or laying on the pits.
-
Closure:
Have students take at least 3 jumps.
Record scores of students who can jump 3’8” or
higher so they will know if they qualify for the school
meet.
Page 5 of 21
Remind students to “plant” the outside foot, and
“drive up” the inside leg and arm.
106757202
Unit Plan
DATE: _Day 3 - 800 Meter Run
UNIT: Track & Field
EQUIPMENT: Track , Stop Watch, Recording paper.
Day: 3 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PA-E1-PO2, ST. 1:
1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 4: 4PA-E1-PO2, ST. 2: 2PA-E2-PO1,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
The 800 Meter Run is two laps around the track. It is a
quick race at a steady pace. Push as hard as you can
towards the finish.
The 800 Meter Run is considered a middle distance race.
Start out at a steady pace. Establish your place in the
pack. Once you pass runners move back into the
inside of the track. Drive arms and legs. Pump arms
at a 45* angle. Reminds runners that they need to run
close to the inside of the track so they are not running
a further distance than the other runners.
Explain how a waterfall start works.
Intro:
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind, twist,
arm stretches.
Push ups and abdominal exercises.
Spend extra time stretching legs.
800 M. Run:
You do not need to coach forward lean. Forward lean is
simply a function of acceleration. When the body
accelerates, it will lean forward. When acceleration ends,
the torso should be erect. Acceleration is accomplished
in the first several strides of a distance race. After that,
the position of the torso should be erect, directly above
the hips. When running, each leg swings forward-andback like a pendulum. The sweep of that pendulum
swing is the length of the stride, which is determined by
the height to which the knee swings forward. When
running erect, the weight is centered in the body just
above the hips. Leaning forward lowers the center of
mass. You cannot lift your knees any higher than your
center of mass, so lowering the center of mass by leaning
forward restricts knee lift, which in turn will decrease the
length of the stride.
Arm Action:
The arms get everything moving in the direction you want
to go – forward. Swinging the arms straight forward and
back, or past the mid-line of the body, causes the
shoulders to rotate, restricting the free swing of the hips.
Shruging the shoulders during arm swing creates
shoulder rotation. To keep the shoulders square while
running, the arms should move forward and back with
the hands moving forward from a point just behind the
hips slightly across the chest, up to a point near the
shoulders. The hands should stay relaxed, clenching
your fists causes the body to tense up.
Coaching Word cues:
Running Posture:
- “Sit up.”
“Run tall.”
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
Arm-Action:
- “Let the shoulders hang loose and relaxed.”
- “Hands cupped and relaxed.”
- “Hands down – palms up.”
Footstrike:
- “Flat landing – weight forward.”
- “Stay off your heels.”
Relax:
- “Run smooth and loose.”
- “Loose hands – loose jaw.”
- “Get comfortable.”
To Accelerate and Sprint:
- “Quick arms – short strides.”
- “Hands up – thumbs up.”
- “Drive off the balls of your feet.”
Footstrike:
The middle of the foot should strike the ground with the
runner’s weight toward the ball of the foot. A full footed
footstrike puts the foot under the hips with the leg in a
Page 6 of 21
106757202
Unit Plan
bent, weight-bearing position. This enhances a rapid
forward weight transfer as the leg fully extends off the ball
of the foot into the next stride.
Breathing:
Take deeper breaths, and keep the chest open by
running erect with your chest out and shoulders back.
Relax, take deep abdominal breaths, and breathe
through both your nose and mouth.
Closure:
Have students run the 800 Meter Run. Remind them
this is not a laned event. Stay close to the curb except to
pass someone.
Record scores of students so they will know if they qualify
for the school meet.
Page 7 of 21
Pump arms hard and drive knees. Especially when
finishing last lap in order to have energy to finish
strong to the end.
106757202
Unit Plan
DATE: _Day 4 - 100 Meter Dash
UNIT: Track & Field
EQUIPMENT: Track , Stop Watch, Recording Paper.
Day: 4 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2, ST.
4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
Intro:
The 100 Meter Dash is one fourth of the track. It is
run on the straight side of the track and it is run as a
sprint.
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
Lesson Focus:
Drive arms and legs. The faster you pump your arms
the faster your legs will go. Pump arms at a 90*
angle.
100 M. Dash
The classic lean of sprinting is a function of acceleration
(i.e. when sprinters accelerate, they lean forward). When
acceleration ends (after 40-60 meters in a 100 M. race
and sooner in the longer sprint races), the torso should
be upright with the head and shoulders directly above the
hips. Attempting to lean forward when not accelerating
will actually cause a sprinter to decelerate by lowering the
center-of-mass and knee lift, thereby shortening the
stride. You don’t need to coach forward lean.
Posture checklist:
- Head held straight with no bouncing or wobble
- Eyes focused straight ahead
- Shoulders relaxed (not hunched), level and square
- Torso sitting erect on the hips
Arm-Action Checklist:
- Arms swing slightly across the body toward the
midline.
- Hands move from a position behind the hip, past the
pocket, and up to shoulder height.
- Hands loose and quick.
- Footstrike Checklist:
- Feet touch down directly below the hips (not in front)
onto the ball, or forefoot.
- Drive forward with a full extension of the leg and push
off the ball of the foot.
Coaching Word cues:
Running Posture:
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
- “Sit up and lift your knees.”
- “Let the shoulders hang loose and relaxed.”
Arm-Action:
- “Hands up – thumbs up.”
- “Loose hands – loose jaw.”
- “Drive your elbows.”
Footstrike:
- “Reach down and feel for the track with the balls
of your feet.”
- “Drive off the balls of your feet.”
Spend extra time stretching legs.
Closure:
Have students run the 100 Meter Dash. Put them in
lanes. Remind them to stay in their lane all the way
around.
Record scores of students so they will know if they
qualify for the school meet.
Page 8 of 21
Pump arms hard and drive knees. Start with the
strong leg in front and drive the back leg forward
quickly to get a good start.
Run hard past the finish line and lean into the finish
line.
106757202
Unit Plan
DATE: _Day 5 - Long Jump
UNIT: Track & Field
EQUIPMENT: Long Jump Pit, Rake, Measuring Tape, & Recording Paper.
Day: 5 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
Intro:
Done at the Long Jump Pit near the track.
CUE PHRASES/INSTRUCTIONS
The approach for the long jump should be about 2/3
the way back on the runway.
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind, twist,
arm stretches. Push ups and abdominal exercises.
Long Jump Technique:
The most important factor in Long Jump performance is
horizontal velocity. The student tries to convert run-up
speed into the longest “flight” possible. An accurate and
consistent approach run is essential.
Vertical impulse is attained by driving the free leg and
opposite arm through the take-off stride. Maintaining
forward velocity is the critical factor in long jump, not
gaining height.
Developing horizontal jumping rhythm focuses on both
the approach sprint and the act of jumping itself.
The sprint position into the jump transition should be tall,
upright, and relaxed. The approach run should be a
controlled sprint with almost bounding strides.
The aim of the approach run for the Long Jump is to
generate the maximum amount of speed which can be
converted effectively into a jump. The approach should
be gradual, rhythmic, and controlled.
The length of the approach should be approximately 12 –
18 strides.
The approach is a gradual acceleration to the greatest
speed the student can convert into the jump.
As the take –off foot contacts the board, the shoulders
should be slightly behind the hips with the leg extended
almost fully. The contact of the foot is “full-footed” to
transfer horizontal velocity into vertical lift.
Upon contact of the take-off foot, the jump is initiated with
the free leg and opposite arm driving forward and
upward, fast and forcefully. Most of the vertical lift in the
Long Jump comes from the drive of the free leg, not a
concerted effort to jump up.
There are 3 styles of long jump most commonly used:
The Stride, the Hang, and the 1 ½ Hitchkick.
Spend extra time stretching legs.
Finding the strong leg:
Have students stand upright with both legs together.
Have them lean forward until they are over-balanced
and almost fall foreward. Have them do it 3 times.
Tell them that the foot they step forward on at least 2
out of the 3 times is their strong leg. The strong leg is
the leg they want to plant on the toe-board for their
long jump take-off.
Coaching Word cues:
Running Posture:
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
- “Sit up and lift your knees.”
- “Let the shoulders stay relaxed.”
Arm-Action:
- “Hands relaxed.”
- “Fast arm pumps.”
- “Drive your elbows.”
Footstrike:
- “Reach down and feel for the track with the balls
of your feet.”
- “Drive off the balls of your feet.”
Scratch:
Explain to students that if they step over the end of
the toe-board it is considered a scratch (jump does
not count).
Talk with students about landing forward and walking
out the front or side of pit. If the student steps back or
falls backward after landing their distance will be
measured from the mark closest to the end of the toe
board.
Closure:
Have students take at least 2 long jump runs. Measure
each jump and record it.
Record scores of students so they will know if they qualify
for the school meet.
Page 9 of 21
Remind students to run fast, plant their strong leg on
the toe-board and drive up.
106757202
Unit Plan
DATE: _Day 6 –75 M. Hurdles
UNIT: Track & Field
EQUIPMENT: Track , Hurdles, Stop Watch, Recording Paper.
Day: 6 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PA-E1-PO2, ST. 1:
1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 4: 4PA-E1-PO1, ST. 2: 2PA-2PA-E1-PO2, ST. 2: 2PA-E2-PO2, ST. 4: 4PAE2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To run more efficiently in Hurdle races.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
Intro:
The 75 Meter Hurdles is run on the straight side of
the track and it is run as a sprint.
Drive arms and legs. The faster you pump your arms
the faster your legs will go.
Fitness: Teacher led exercises.
Spend extra time stretching legs.
Have students kick each leg one at a time 3 times up
towards their arm held up. The leg that is easier to
kick up is the more flexible leg. This is usually the
lead leg (first leg over the hurdles).
Leg stretches, toe touches, pull leg back behind, twist,
arm stretches. Push ups and abdominal exercises.
Do hurdle stretches
Lesson Focus:
75 M. Hurdles:
Hurdling is sprinting over the hurdle, rather than jumping over it.
The center of gravity is actually raised very little to clear the
hurdle. Hurdle clearance is accomplished by transferring speed
(horizontal momentum) vertically at take-off. The lead leg (first
leg) is usually the more flexible leg, the trail leg comes after.
Posture:
-
Chest over lead thigh in advance of the lead leg knee.
Head no higher than normal sprinting position.
Eyes focused on the next hurdle at take-off.
Shoulders level and parallel to the hurdle.
Hold forward lean until lead foot touches down.
Lead Leg:
-
Drive the knee, rather than kick the foot to the hurdle.
Lead toe flexed, not pointed.
Begin snap-down when the lead foot, not the hip, reaches
the hurdle.
Drive lead leg straight at and over the hurdle cross bar.
Land on the ball of the foot, do not drop onto the heel.
Coaching Word cues:
Running Posture:
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
- “Sit up and lift your knees.”
- “Let the shoulders hang loose and relaxed.”
Arm-Action:
- “Keep elbows close to body.
- “Reach opposite hand to lead foot.”
- “Pump arms forward and back.”
Footstrike:
- “Reach down and feel for the track with the balls
of your feet.”
- “Drive off the balls of your feet.”
- “Slightly shortened last stride to hurdle.”
- “Takeoff approximately 6-7 feet from hurdle.”
Trail Leg:
-
-
Pull knee through under the armpit, not flat across the top
of the hurdle. The heel passes close to the hip. Keep the
foot flexed with the toes pointed up.
Pull the knee over the hurdle and push the foot down.
Arm-Action Checklist:
Lead Arm:
At eye level during take-off.
Upper arm parallel to the thigh of the lead leg.
Lead arm bent 120 degrees during reach and pullback.
Lead hand sweeps back below the trailing knee.
Footstrike Checklist:
- Feet touch down directly below the hips (not in front)
onto the ball, or forefoot.
- Drive forward with a full extension of the leg and push off
the ball of the foot.
Closure:
Have students run the 75 Meter Hurdles. Put them in
lanes. Remind them to stay in their lane all the way.
Record scores of students so they will know if they qualify
for the school meet.
Page 10 of 21
Pump arms hard and drive knees. Start with the
strong leg in front and drive the back leg forward
quickly to get a good start.
Run hard past the finish line and lean into the finish
line.
106757202
Unit Plan
DATE: Day 7 – 400 Meter Relay
UNIT: Track & Field
EQUIPMENT: Track, Stop Watch, Batons for each team, Recording paper.
Day: 7 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6- 6PA-E1-PO2, ST. 1:
1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 4: 4PAA-E1-PO1, ST.2: 2PA-E1-PO2,
ST. 2: 2PA-E2-PO2, ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
The 400 Meter Relay is one total lap around the track
with each team member running 100 meters. It is run as
a sprint as each relay member hands off the baton.
Drive arms and legs. The faster you pump your arms
the faster your legs will go. Pump arms at a 90*
angle. Remind relay members to be running as they
hand off the baton.
Intro:
Fitness: Teacher led exercises.
Leg stretches, toe touches, pull leg back behind, twist,
arm stretches.
Push ups and abdominal exercises.
400 Meter Relay:
Spend extra time stretching legs.
Cues:
The objective of the 400 M. Relay is to move the baton
Around the track as fast as possible. Having great
sprinters means nothing if the baton is not passed
efficiently without loss of speed. The goal is to
maximize the speed of the baton; the speed of the
runners only serves that purpose.
The 4 fastest sprinters should be the members
of your 4X100 M. Relay.
The order of the runners should be:
1st – second fastest 100 M. time.
2nd – slowest 100 M. time.
3rd – third fastest 100 M. time.
4th – fastest 100 M. time.
The baton is passed off with first runner carrying it
in her Right hand, second runner in the Left hand,
third runner in her Right hand, and fourth runner in
the Left hand.
Have the relay teams practice in the middle of the
Football field in their correct order standing in a line
and handing off the baton with the correct hand.
They should say “go” when they want the runner
to start running, and “stick” when they want them
to put their hand back to receive the baton.
Once practice has been done in a line, then
Spread out down the football field handing off, then
go to the track.
Assign each relay team a lane. Walk the 2nd, 3rd, &
4th runner around the track. Set them up in their
correct lane and stagger their starts. Show them
where the exchange area is. Go to the starting line.
Put the 1st runner in their lanes. Remind everyone to
stay in their lane all the way around.
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The Outgoing Runner:
When the incoming runner hits the
correct spot and says “go”, start
running fast.
The hand of the outgoing runner is
extended back with the fingers together
and straight and the thumb out.
The baton is handed off with a slight “up
and over” motion”.
Baton starts: R – L – R – L.
Do not start running too soon. Do not
put your hand back to receive the baton
until you are near enough to hand off.
Incoming Runner:
The responsibility of the incoming
runner is to get the baton into the hand
of the outgoing runner.
Stay in your lane until everyone
completes their handoff in your
Zone.
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Unit Plan
Closure:
Once the relay is finished have all team members come to the finish line. Have the last runner tell them what
Their relay time was. Tell them that a good relay time would be around 1:05 – 1:10 for their first time of
running the relay. Remind students that the relay is not run during the school meet, the four fastest students who run the
100 M. Dash in the school meet will be chosen to make the 4 X 100 M. relay in the City Meet.
Page 12 of 21
106757202
Unit Plan
DATE: _Day 8 – 1600 Meter Run
UNIT: Track & Field
EQUIPMENT: Track , Stop Watch, Recording paper.
Day: 8 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST.6: 6PA-E1-PO2, ST. 1:
1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 4: 4PA-E1-PO1, ST. 2: 2PA-E1-PO2, ST.2: 2PA-E2-PO2, ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
Intro:
The 1600 Meter Run is four laps around the track. It is
run a at a steady pace. Push as hard as you can
towards the finish.
The 1600 Meter Run is considered a distance race.
CUE PHRASES/INSTRUCTIONS
Start out at a steady pace. Establish your place in the pack.
Once you pass runners move back into the inside of the
track. Drive arms and legs. Pump arms at a 45* angle.
Reminds runners that they need to run close to the inside of
the track so they are not running a further distance than the
other runners. Explain how a waterfall start works.
Fitness: Teacher led exercises.
Leg stretches, toe touches, pull leg back behind, twist,
arm stretches. Push ups and abdominal exercises.
Spend extra time stretching legs.
1600 M. Run:
You do not need to coach forward lean. Forward lean is simply
a function of acceleration. When the body accelerates, it will
lean forward. When acceleration ends, the torso should be
erect. Acceleration is accomplished in the first several strides
of a distance race. After that, the position of the torso should be
erect, directly above the hips. When running, each leg swings
forward-and-back like a pendulum. The sweep of that
pendulum swing is the length of the stride, which is determined
by the height to which the knee swings forward. When running
erect, the weight is centered in the body just above the hips.
Leaning forward lowers the center of mass. You cannot lift your
knees any higher than your center of mass, so lowering the
center of mass by leaning forward restricts knee lift, which in
turn will decrease the length of the stride.
Arm Action:
The arms get everything moving in the direction you want to go
– forward. Swinging the arms straight forward and back, or past
the mid-line of the body, causes the shoulders to rotate,
restricting the free swing of the hips. Shruging the shoulders
during arm swing creates shoulder rotation. To keep the
shoulders square while running, the arms should move forward
and back with the hands moving forward from a point just
behind the hips slightly across the chest, up to a point near the
shoulders. The hands should stay relaxed, clenching your fists
causes the body to tense up.
Coaching Word cues:
Running Posture:
- “Sit up.”
“Run tall.”
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
Arm-Action:
- “Let the shoulders hang loose and relaxed.”
- “Hands cupped and relaxed.”
- “Hands down – palms up.”
Footstrike:
- “Flat landing – weight forward.”
- “Stay off your heels.”
Relax::
- “Run smooth and loose.”
- “Loose hands – loose jaw.”
- “Get comfortable.”
To Accelerate and Sprint:
- “Quick arms – short strides.”
- “Hands up – thumbs up.”
- “Drive off the balls of your feet.”
Footstrike:
The middle of the foot should strike the ground with the runner’s
weight toward the ball of the foot. A full footed footstrike puts
the foot under the hips with the leg in a bent, weight-bearing
position. This enhances a rapid forward weight transfer as the
leg fully extends off the ball of the foot into the next stride.
Breathing:
Take deeper breaths, and keep the chest open by running erect
with your chest out and shoulders back. Relax, take deep
abdominal breaths, and breathe through both your nose and
mouth.
Closure:
Have students run the 1600 Meter Run. Remind them this is
not a laned event. Stay close to the curb except to pass
someone. Record scores of students so they will know if they
qualify for the school meet.
Page 13 of 21
Pump arms hard and drive knees. Especially when
finishing last lap in order to have energy to finish
strong to the end.
106757202
Unit Plan
DATE: _Day 9 - Shot Put
Recording Material.
UNIT: Track & Field
EQUIPMENT:
Day: 9 of 15
4 Kilo Shot Put, Shot Put Ring, Cone to Mark Distance, &
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, St. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
Intro:
The Shot Put is done at the Shot Put ring near the
track.
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
Shot Put Technique:
The aim of the Shot Put is to propel the implement as far
as possible. The distance achieved by the throw is a
function of the implement’s speed at release, the height
of release, and the angle of release and attack. The glide
technique of shot put uses the rotation of the hips, trunk,
shoulders, and free arm to drive the shot outward. The
Glide shot put style, a combination of horizontal and
vertical force accelerates the body from the back to the
front of the throwing circle. As the thrower lands in the
middle position, the legs drive forward and up and the
hips and torso rotate to the front circle. At the same time,
the throwing arm further accelerates the shot as it pushes
away from the body. The optimum angle of release for
the shot Put is roughly 40 degrees, depending on the
height of release.
The Glide technique is an easier technique for younger
students to learn. It will also teach the thrower the proper
power positions.
The Glide: ( explained for a Right hand thrower.)
The Glide begins with the throwers weight solidly over the
right foot and the left arm dangling and relaxed. Just
before the left leg is to be driven to the board, the athlete
should lean backwards and start to gently fall back into
the ring. This procedure is called unseating and provides
momentum for the shift across the ring.
The left leg is extended, or driven, towards the toe board,
and should not be lifted too far off the ground as it
extends. The upper body should be kept closed and the
left hand should reach back towards the rear of the circle.
While the left leg is driving toward the toe board, the right
leg extends as well so a split position is attained.
Immediately after the split position is hit, the right foot is
Page 14 of 21
CUE PHRASES/INSTRUCTIONS
Have the students line up in a line behind the Shot Put
area. Demonstrate what the Shot Put should look like
from the Shot Put ring with the class. Go over with
students: enter & exit, and how to hold shot put, not
stepping on the toe board, & proper placement of shot
put to the neck.
Spend extra time stretching arms and shoulders.
Coaching Cues for Beginners:
Explain to students that the rules for the Shot Put
require that the student enter through the back of
the circle and once finished putting the shot, they
exit through the back of the circle.
The putter cannot step on or over the line at any
time while putting the shot.
The putter cannot step on or over the metal toe
board at the front of the circle while putting the
shot.
For beginning students the teacher could have
the students take 2 big steps sidewards from the
toe board to the back of the shot put circle.
- Instruct students to bend knees, and stay low.
Slide sidewards towards toe board. The slide is
easier to learn at first than the Glide. This
technique will teach students to bend legs and
push with the legs more.
- Demonstrate to students how to hold the shot put.
Place the shot up in fingers, and not touching the
palm of the hand. Wrist must stay straight and
not wobble.
- Place the held shot put next to the neck, under the
ear, with elbow out.
- Lean slightly back towards back leg, with arm that
is not holding the shot put straight out in front of
body.
- As the shot put is pushed up at a 40* angle, the
legs start to push up also. Drive the forward arm
back as the shot put is pushed up past the chin.
- Let the students put two shots in a row. Give
them cues as they throw. Then have that student
go out and retrieve the next thrower’s shots as
106757202
Unit Plan
pulled underneath the body. The thrower’s back is still
facing the throwing area.
When the right foot is fully recovered beneath the upper
body, the center of mass should be over the ball of the
right foot. This allows the center of mass to be shifted
forward onto the left leg to generate more linear
momentum. This completes the Glide phase of the
throw. The position of the thrower should now resemble
that of the start of a stand throw.
Opening Up:
From the stand throw position, the thrower drives up with
the right leg, and begins to shift the body weight forward
onto the left leg. As the right foot is recovered
underneath the upper body, the thrower should spend as
little time as possible in transition to the throwing phase.
The upper body will begin “opening up” at this stage, in
preparation for the arm strike at the end of the throw. As
the shot is thrown, the concept of extension should be
practiced. The shot will be pushed outward as the center
of mass is shifted from the right to the left foot. At the
same time the legs extend upward to lift the shot.
Power Position:
The position when the shot is released is called the
“power position”. When the shot is being released, the
head should be thrown back to allow an upward delivery.
Reverse:
A follow-through called the “reverse”, is applied to the
end of the throw. This allows a long pull while avoiding
fouling. The student should not watch the shot as they
reverse, but look off to the side.
CLOSURE:
Students should know what their best distance thrown
is. They will then know if they qualified for the School
Track Meet.
Page 15 of 21
-
she puts the shot.
Teacher should record the best throw of each
student.
SAFETY:
Line up behind thrower.
Not students in throwing area.
Carry Shot Puts back to throwing circle, don’t roll them
back.
Thrower always checks the throwing area to make
sure it is clear before throwing.
In putting the shot, the hand is in front of the elbow –
like throwing a punch. If you lead with the elbow, the
arm could be injured.
Remind students to keep the shot put “tucked in” next
to their neck. Legs bent, and push up with legs as the
shot put is thrown.
106757202
Unit Plan
DATE: _Day 10 - Discus
Recording Material.
UNIT: Track & Field
EQUIPMENT: Discus Ring, Girls Rubber Discus, Cone to mark qualifying line, &
Day: 10 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, St. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
Intro:
The aim of the Discus Throw is to propel the implement
as far as possible. The distance achieved by the throw is
a function of the implement’s speed at release, the angle
of release and attack, and air resistance.
Remind students that the discus throw is difficult to
learn. The only way they will get better is by
practicing it.
Fitness:
Stretch arms and shoulders well.
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
Discus Technique:
In the Discus throw, the thrower attempts to perform a
long acceleration of the implement by applying rotational
and linear horizontal force at the rear of the throwing
circle. When the thrower reaches the power position,
vertical force is also applied to create an optimum angle
of release. As the hips turn to the front, the free arm pulls
in to shorten the axis of rotation and the front leg blocks.
This transfer of momentum further accelerates the
throwing arm. The final acceleration of the discus results
from the pull of the throwing arm through the point of
release.
The optimum angle of release for the Discus Throw
varies between 34-40 degrees depending on wind and
height of release. Discus is also aided by the
construction of the discus itself.
The discus throw should have a distinct rhythm, building
from slow to fast. The discus thrower should start in the
back of ring with a nice relaxed wind of the discus to start
the rhythm. The wind should not be too fast. As the
thrower “unwinds”, the legs should bend and the center of
mass should be shifted over the ball of the left foot. The
shoulders should be kept parallel to the ground with the
left arm extended straight out in front of the body.
As the center of mass moves over the left foot, the
thrower should drive off that foot immediately. This
movement is referred to as “drop and go”. As the left foot
pushes, the right foot sweeps around underneath the left
armpit and the thrower rotates out of the back of the ring.
The combination of the left leg drive and the right leg
sweep gives the thrower good linear impulse across the
Page 16 of 21
Cues for Beginners:
- Start out by having students stand in a straight
line close to the discus ring. Explain how students
must enter and exit from the back of the ring.
- Show students how to hold the discus with their
last knuckle of each finger over the edge and
palm flat to the discus.
- Explain centrifugal force, and how when students
swing discus up it is held in the hand.
- Have students hold opposite hand forward with
the palm up. Practice facing sideways and
swinging the discus from the hip up to the
opposite palm which is facing up. Make sure the
front hand is pointing in the direction the student
wants to throw, and held up about chin height.
- Show students how to bend knees with legs apart,
and swing the discus up as their knees bend and
straighten. Cues from teacher could be: “low to
high”.
- Have students practice this “low to high”
technique.
- Explain to students that when they release the
discus the last finger that will leave the discus will
be their “trigger” finger (or pointer finger). Show
them how they pull to the right (for a right handed
person) with their “trigger” finger so the discus
goes in a clockwise direction through the air (like
a flying saucer).
- Have students hold their release hand up forward
about even with their chin. Palm flat to the
ground. Have them practice pulling their “trigger”
106757202
Unit Plan
ring. The head should look straight away from the chest
as the discus is wound and then turned to look at the left
arm as the thrower comes out of the back of the ring.
Once the drive has been established across the ring, the
thrower should actually be airborne. At this point, the
right leg will be tucked in, beneath the upper body, and
the knees brought together to increase the speed of the
left foot coming back to the ground. After the initial drive
out of the back, the right leg will be the first to contact the
ground at the center of the ring. The left leg should touch
down as soon after the right as possible to create the
longest pull on the discus.
As the thrower reaches the stand-throw position, the
shoulders should remain parallel to the ground with no
dipping whatsoever. The right foot should also keep
pivoting, and should continue to do so until the discus is
released.
When the student is pulling the discus around to the
release point, the right foot must keep pivoting in order to
maintain the hip-shoulder separation from the initial turn.
The discus throw is actually a sling, aided by a stretchreflex reaction prior to release. At release, the head
should be thrown back allowing the chest and hip to rise
and give lift to the discus. After the discus is released, a
reverse can be added to avoid fouling.
finger sideways towards their little finger keeping
their palm flat to the ground. This will help them
understand what it should look and feel like when
they actually release the discus.
- Another example to help students understand the
release would be to have them pretend they are
opening a jar with the palm of their hand flat.
- Once students have practiced the release with
their “trigger” finger, have them practice swinging
their release arm up from the side, and then
pretend they are releasing the discus with the
“trigger” finger.
- Now have students line up behind the discus
cage. Remind them about safety at the discus
area. Have at least 4 discus for students to
throw.
- Let each student go to the discus ring, entering
and exiting correctly. Let them throw 2 discus in a
row, practicing the correct release method.
- Do not have student practice the turn right now.
Have them stand close to the front of the circle
and just practice the “low to high” with knees bent,
and then release the discus. Do not have them
do more than 3 “low to highs” as they practice.
- Record the best score for each student as they do
their throws.
SAFETY:
- Stay behind the discus cage.
- No students in the throwing area.
- Teacher and students should never turn their back
on the thrower. Especially if they are out in the
throwing field.
- The thrower should always check the throwing
area to make sure it’s clear before throwing.
CLOSURE:
Place the cone at the qualifying distance. Let each
student take 2 throws. Record their best distance so they
know if they qualified for the school meet.
Remind students that to be a good discus thrower, it
takes a lot of practice. Make sure they keep their
palm flat to the ground, and use their trigger finger as
they release the discus.
Page 17 of 21
106757202
Unit Plan
DATE: _Day 11 – 200 Meter Dash
UNIT: Track & Field
EQUIPMENT: Track , Stop Watch, Recording Paper.
Day: 11 of 15
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAA-E1-PO2, ST. 1:
1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 4: 4PA-E1-PO2, ST. 2: 2PA-E2-PO2, ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers and become more physically fit while
participating.
ACTIVITIES
Intro:
The 200 Meter Dash is one half a lap around the
track. It is run as a sprint.
Fitness:
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
Lesson Focus:
200 M. Dash
The classic lean of sprinting is a function of acceleration
(i.e. when sprinters accelerate, they lean forward). When
acceleration ends (after 40-60 meters in a 100 M. race
and sooner in the longer sprint races), the torso should
be upright with the head and shoulders directly above the
hips. Attempting to lean forward when not accelerating
will actually cause a sprinter to decelerate by lowering the
center-of-mass and knee lift, thereby shortening the
stride. You don’t need to coach forward lean.
Posture checklist:
- Head held straight with no bouncing or wobble
- Eyes focused straight ahead
- Shoulders relaxed (not hunched), level and square
- Torso sitting erect on the hips
Arm-Action Checklist:
- Arms swing slightly across the body toward the
midline.
- Hands move from a position behind the hip, past the
pocket, and up to shoulder height.
- Hands loose and quick.
- Footstrike Checklist:
- Feet touch down directly below the hips (not in front)
onto the ball, or forefoot.
- Drive forward with a full extension of the leg and push
off the ball of the foot.
CUE PHRASES/INSTRUCTIONS
Drive arms and legs. The faster you pump your arms
the faster your legs will go. Pump arms at a 90*
angle.
Spend extra time stretching legs.
Coaching Word cues:
Running Posture:
- “Head up – chin slightly tucked.”
- “Chest out – shoulders back.”
- “Sit up and lift your knees.”
- “Let the shoulders hang loose and relaxed.”
Arm-Action:
- “Hands up – thumbs up.”
- “Loose hands – loose jaw.”
- “Drive your elbows.”
Footstrike:
- “Reach down and feel for the track with the balls
of your feet.”
- “Drive off the balls of your feet.”
Closure:
Have students run the 200 Meter Dash. Put them in
lanes. Remind them to stay in their lane all the way
around. Run close to the inside lane line.
Record scores of students so they will know if they qualify
for the school meet.
Page 18 of 21
Pump arms hard and drive knees. Especially when
coming into the straight part of the track to have
energy to finish strong to the end.
Finish with a lean at the finish line, running hard
through the finish line.
106757202
Unit Plan
DATE: _Day 12 - Track Study Guide EQUIPMENT: Track Study Guide run off for each student, Place to do
Study guide with Whiteboard and Pen, or Overhead; Pencil for each student.
UNIT: Track & Field
Day: 12 of 15
LOCATION: Room with a White Board or overhead.
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, St. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To demonstrate proper social interactions with
peers while becoming more physically fit while participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
Intro:
Give each student a Study Guide. Make sure
students have a pencil to fill it out with. Find a room
or area the students will be able to see the
whiteboard or overhead.
Tell students that if they turn in their Study Guide to
the teacher on the day of the test, and all the Memory
Cue Pictures are filled out, they will receive 5 extra
points added to their test.
Fitness:
Teacher should go over the Study Guide with students
and explain/show student how to do each track event
properly. Explaining rules and proper technique.
All students should have had a chance to try each of the
track events by now and be familiar with each of them.
Page 19 of 21
Remind students that if they study the Study Guide,
they should do well on the Test.
Go over with students how and when your school
track meet will be held.
106757202
Unit Plan
DATE: _Day 13 & 14 – Practice & Make-up Day
Watches, & Recording Material.
UNIT: Track & Field
Day: 13 & 14 of 15
EQUIPMENT:
Equipment for each Track event, Stop
LOCATION: Track
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To learn how to run more efficiently in sprint
and long distance races. To demonstrate proper social interactions with peers while becoming more physically fit while
participating.
ACTIVITIES
Intro:
Explain to students that they will have the
opportunity on days 13 & 14 to either practice
events they were very close to qualifying for, or
make-up events they were absent for on the day
they were done.
CUE PHRASES/INSTRUCTIONS
There are a couple of ways make-up can be handled.
The teacher could write the name, period, & events
missing of each student who is missing events. Give
that card to the student and have them take it around
with them to the teacher who is working at that station
for the hour. Once the student does the event, that
teacher puts the time/ distance on the card next to the
event and initials next to it. Then the student hands
the card into the teacher at the end of the hour when
the events are all made up.
Another way, would be to have the students make-up
the event with the teacher at that station, and then go
to their roll call teacher and report the score. The
teacher would have their recording sheet for all the
track events with them and could record at that time.
Fitness:
Remind students to stretch well.
Teacher led exercises.
Leg stretches, toe touches, pull leg back behind,
twist, arm stretches.
Push ups and abdominal exercises.
Teachers can station themselves in different areas at the
track: Shot and Discus, High Jump and Long Jump,
Running events & Hurdles.
As students come to make up events the teacher can
watch them and record their scores.
If there are students who do not have any events to
make up, and do not want to be in the school track
meet the teacher can set up a game of “kick ball” in
the center of the football field where those students
can play and be supervised while the teachers are
working with the other students on practice/make-up.
CLOSURE:
Remind students to turn in their cards to teacher once
they have finished doing their practice/make-up if that is
the method used.
Posting a copy of the track schedule for the complete
track unit, and a copy of the qualifying times/distances
needed to qualify for the school track meet saves the
teacher a lot of time telling the students every day
what they will be doing, and what they need to qualify.
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Unit Plan
DATE: _Day 15 - Track Test
EQUIPMENT: Track Test run off for each student, Place to spread out
students to take test, 50 item scanner sheet for each student, Pencil for each student.
UNIT: Track & Field
Day: 15 of 15
LOCATION: Room with a White Board.
STANDARDS: ST. 1: 1PA-E1-PO1, 1PA-E2-PO2, 1PA-E3-PO1, ST. 2: 2PA-E2-PO1, ST. 6: 6PAE1-PO2, ST. 1: 1PA-E5-PO1, ST. 5: 5PA-E4-PO1, ST. 2: 2PA-E1-PO2, ST. 2: 2-PA-E2-PO2,
ST. 4: 4PA-E2-PO1.
OBJECTIVE: To learn specific track skills in each of the 11 track events. To demonstrate proper social interactions with
peers while becoming more physically fit while participating.
ACTIVITIES
CUE PHRASES/INSTRUCTIONS
Intro:
Give each student a Track Test and a scanner
sheet. Make sure students have a pencil to fill it out
with. Spread them out so they are not next to each
other.
Remind students that if they turn in their Study Guide
to the teacher at the beginning of the hour, and all the
Memory Cue Pictures are filled out, they will receive 5
extra points added to their test.
Fitness:
There can be 2 grades for the Track Unit:
1. Participation: Count 10 points for each of the Track
Events done by the student to equal 100%.
2. The Track Test is worth 100 points.
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Tests can be graded on the scanner. Give feedback
to students on their test scores the next day in class.
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