Lesson 1: Sprints/ Hurdles 100, 200 meter

Prerequisite Concepts and Skill :( for student success):

Materials and Resources with References/Sources: Hurdles and meter stick
Differentiated Instruction (DI): (accommodations)
Students who are injured can participate up to their abilities, or do a physical activity more
suitable.
Organizational/Management Strategies: (anything special to consider?)
Lesson Activities:
Teacher Activities
Warm up (10 mins):
Run two laps of field/gym and lead students through stretch.
Body (lesson flow/ management)
Go over proper techniques (5-7 mins):
Running Technique: Run in a upright position looking directly ahead of the finish
line. Bend in your elbows at right angles and drive your hands forward.
Striding Technique:
Starting from a standing start and slowly run forward with an exaggerated stride.
Start with easy jog then stride, alternate going across field.
Practice proper sprinting mechanics (5 mins):
1) Have students vigorously drive their arms forward (not across the body) to
eye-level.
2. The knees and feet should point straight ahead down the track... not out to
the side.
3. The facial muscles should be relaxed and the hands cupped, but not
clenched.
4. The arms should swing from relaxed, low shoulders. S. Focus should be on
achieving maximum stride frequency.
Run on spot: Run lightly on the spot on the balls of your feet, start slowly and
gradually increase speed using right technique.
High Knee Lift: Start by running on the spot, lifting knees high with each step.
Hold hands in front of waist and try to hit hands with knees.
Beanbags Race: Each group has two hoops and a bean bag and stands 20 meters
apart. Starting behind the hoop the first player runs to the second hoop puts the
bean bag and the runs back once you high five the next person in line then they
run to the hoop get the bean bag and bring it back.
Overtaking: Find a partner and stand behind the starting line. One runner, run
behind your partner and speeds up to sprint past your partner, then your partner
sprints past you.
Couch Start: Explain and demo the couch start.
Position: place toe behind your front foot and knee of the rear foot beside the
front foot.
On your Mark: Place the thumb and forefinger of each hand parrall to starting
line. Straighten arms and fix your eyes 1 meter ahead.
Get Set: On the word SET take and hold a deep breath, raise your hips so they
are slightly higher than your shoulders, shift your weight forward onto your hands
and extend your read leg. Front knee should be a right angle.
GO: On the Gun or Whistle. Push off with back foot, swinging arms, raise
gradually and pump arms.
Get students to slowly start jogging across field alternating between taking long
strides and running (5 mins).
Go over Hurdle Technique (5 mins):
Hurdles (20 mins)
1) Practice stepping-over a hurdle: Have students line up in equal numbers on
the starting line behind the 4-rows (flights) of hurdles. One-by-one, have them
walk forward stepping-over a flight of 3-hurdles.
2. Practice trail log action over the hurdle: Have students line up to face side of
each flight of hurdles and, 1) place the /lead foot (the foot. that goes over hurdle
first) on the ground to the side and ahead of the hurdle, then 2) lean forward and
pull their trailing leg up and over the side of the hurdle. Emphasize pulling the
trail leg knee towards the armpit and turning the small toe UP towards the sky as
the foot passes over the hurdle.
3. Practice load log action over the hurdle: Have students line up to the side of
each hurdle flight, this time with the trail foot behind and to the side of the
hurdle. Instruct them to extend the lead leg knee towards the side of the hurdle
and clear the foot with a pawing-action back towards the ground.
4. Practice arm action over the hurdle: Have students walkover a hurdle flight
once more, practicing proper lead-leg/trail-leg action and reaching forward with
that opposite arm as the lead leg steps-over the hurdle.
5. Practice running over 3-hurdies: After getting the hang of the walking drills,
students will be ready to run over 3 low hurdles jogging speed. Five-yard hurdle
spacing will allow them to 3-step in between hurdles, using the same lead leg
over each hurdle. More skilled students can repeat the drill at increased speeds
with longer hurdle spacing.
Technique:
Start: The goal for all hurdlers is to do as little hurdling, and as much running, as
possible. That means competitors must sprint, clear the hurdles, then resume
sprinting as quickly as possible. The key is to maintain momentum while clearing
all ten hurdles, keeping your center of gravity as close to normal sprinting
position as possible.
Final Step Before Takeoff: Sprint hurdlers maintain their speed leading up to each
hurdle, but they also shorten, or cut, the final step before their lead leg rises to
clear the hurdle. This drives your plant foot under your hips and allows you to
shift your upper body weight forward. At the same time, its important to
remember proper arm technique. The arm on the opposite side of the lead leg, or
the lead arm, pushes forward and literally leads the runner toward the hurdle.
Take off: our lead legs knee drives to the hurdle, then the lower leg extends
forward until your foot reaches the hurdles height. The body leans forward. Your
head should be up with your eyes looking toward the next hurdle as the lead arm
rises to about eye level. Your lead knee remains slightly bent as you continue
forward.
Clearing Hurdle: As soon as the lead legs heel clears the hurdle, snap that foot
down. Remember, you want to return to a sprint as quickly as possible. Maintain
your forward lean to preserve your momentum. The lead arm is bent, with the
forearm approximately parallel to the lead legs shin. The trailing arm remains
back as the trail leg rises to about a 90-degree angle to the body. The trail leg is
bent sharply at the knee, foot fully flexed so it doesnt hit the hurdle.
On Way Down: Once your lead leg has cleared the hurdle and is snapping down,
pull your trail leg over the hurdle quickly and prepare to resume sprinting.
Lesson 2: Long Jump
Prerequisite Concepts and Skill :( for student success):
Materials and Resources with References/Sources: Rack, measuring tape.
Differentiated Instruction (DI): (accommodations)
Students who are injured can participate up to their abilities, or do a physical activity more
suitable.
Organizational/Management Strategies: (anything special to consider?)
Lesson Activities:
Teacher Activities
Warm up (10 mins):
Run two laps of field/gym and lead students through stretch.
Body (lesson flow/ management)
Go over proper techniques (10 mins):
Count your steps. Start with your dominant foot placed on top of the center of
the jumping board, since that is where you will want to jump from. Then run at
the pace that you are expecting to run towards the jump. Measure off at 5, 6 or 7
steps, counting one step as every time your dominant foot hits the ground.

Run down the track. Take long, fast strides and keep your back straight, looking
straight forward. When you come near the jumping board, do not look down, this
will cause you to lose momentum.

Jump. Align yourself with your mark and run, just like before. When you come to
the board, jump vertically: your speed will carry you forward.
When you jump, you want to shoot your chest out, and look to the sky with your
arms in back of your body. Land with your arms and legs in front of you, as close
to fully-extended as possible
Approach Run: As you begin the final steps, the idea is to bring maximum speed
into the board, but still be under control. Keep your head up. If you look down for
the board youll lose speed
AGE STRIDE
Under 11 11
Under 13 13
Under 15 15
Under 17 17
Over 17 21

Take off: Generally, a right-handed long jumper takes off with the left foot. New
jumpers may wish to try both to which style works best. When you hit the takeoff
board, your body will actually be leaning slightly backwards, with your foot in
front, your hips slightly behind and your shoulders a bit behind your hips.As you
plant the takeoff foot, throw your opposite arm back and lift your chin and hips as
you push off the board. Your arms and free leg move upward. Your center of
gravity, which was behind your lead foot on the penultimate step, moves ahead
of your lead foot on takeoff. The takeoff angle should be between 18 and 25
degrees. Keep focusing directly ahead; dont look down at the pit
Drills:
Find a line: Practice jumping as far as you can. Keeping proper body mechanics.
Practice long jump take-off mechanics (20): Have students line up on the grass
infield facing the instructor or demonstrator. Demonstrate the free leg drive at
take-off by jogging 5-yards towards the class, driving the knee up and locking
(stopping it) hip-high in the same action as taking-off under the basket for a lay-
up. Hold this position to a landing. Have the class practice these take-off
mechanics several times with a 5-yard run-up.
Practice the running approach and landing mechanics: Move to the long jump
pit and have students practice several short, 15-yard approach runs down the
runway emphasizing, 1) accelerating into the take-off, 2) driving the free leg up,
and 3) landing with both feet together in the pit. Jumpers should not be
concerned with the take-off board. Instruct students to take-off anywhere near
the end of the runway next to the pit and do not call any foul jumps.
Practice proper arm-action: For the next attempts, instruct students to try to
hold the arms up over the head in flight, and then bring them forward towards
the feet at landing.
Lesson 3: High Jump
Prerequisite Concepts and Skill :( for student success):
Materials and Resources with References/Sources: Matt and Pole
See Link:
http://www.coacheseducation.com/lessonplans/john-tansley-june-01-page1.php
Differentiated Instruction (DI): (accommodations)
Students who are injured can participate up to their abilities, or do a physical activity more
suitable.
Organizational/Management Strategies: (anything special to consider?)
Lesson Activities:
Teacher Activities
Warm up (10 mins):
Run two laps of field/gym and lead students through stretch.
Body (lesson flow/ management)
Take off: Beginning jumpers must determine which leg they with take off with.
There are several ways to figure this out. In the high jump, kids can simply try
both sides and decide which is more comfortable. Alternatively, you can put a ball
on the ground have them kick it. Whichever foot they kick the ball with is their
inside foot for the high jump. Another method is to have them stand up straight
and tell them to fall forward as far as they can. One foot will naturally shoot
forward to break their fall. That is the inside leg. The other is the takeoff foot.
If the jumpers right foot is the inside foot, hell begin his approach from the right
side, and vice versa.
Approach Run: To set up the approach run - for a jumper starting from the right -
have the jumper stand at the side of the pit, with the standard at his/her back.
The jumper walks five paces forward, then turns around to be sure he/she is
parallel to both standards (they should be lined up, from the jumpers point of
view). The jumper then turns 90 degrees, so his/her shoulders line up with the
standards, and runs forward 10 steps, with the coach marking the position of the
fifth and tenth steps. Try this at least three times to be certain the marks are
consistent, then measure the final marks for the fifth and tenth steps.
The tenth step is the jumpers takeoff point. The fifth step is where he/she will
begin turning toward the bar.
Now that you've got the beginning fundamentals down, check out the Illustrated
High Jump Technique page.

Go over proper techniques (5 mins):

1. Practice jumping and landing on the back: Have students form a line up to
the front of matt. Standing with their backs toward the matt and their heels a
foot or so away, one-by-one have them jump backwards off both feet and land on
their mid to upper backs in the matt. Instruct them not to look back, but to watch
their hands and feet in the air and do a backwards roll in the pit if they can. (The
first time through, spot jumpers by placing your hand in the small of the back to
be sure they land in the pit.)
2. Practice jumping and clearing a bar: Place an elastic or standard crossbar on
the HJ standards at about the same height as the top of the matt. One-by- one,
have students jump backwards off both feet, lift their legs over the bar, and do a
backward roll in the pit.
3. Determine the take-off foot: Almost all right-handed students will take-off
from the left foot, and vice versa. Instruct students who kick a ball with the right
leg that they should take off from the left foot on the right side of the landing pit
and vice versa.
4. Practice the run-up and jump: Place 3 pieces of athletic tape 4-feet apart on
the approach area leading to the pit. One-by-one, have each students lined up on
the right side of the pit stride forward and hit the 1st tape mark with the left foot,
the 2nd tape mark with the right foot, the 3rd with the left take-off and step up
onto the pit. Have students lined up on the left of the pit do the same, right-left-
right up onto the pit.
Running Technique: Run in a upright position looking directly ahead of the finish
line. Bend in your elbows at right angles and drive your hands forward.
Flop Technique:
Learn the "J". The run-up to the bar is called a "J" because the athlete runs in the
shape of a "J" as he/she approaches the bar. Run back 10 steps from the center of
the bar in the shape of a "J": the hook part should be five steps, and the line
should be three steps. If you are right-footed, you will run in from the left side of
the pit, left-footed jumpers will come in from the other side. (This can be for
starters. It is important to find what is comfortable for you to do, and which side
is more convenient for you.)
Run five steps forward in a straight line towards the pit. This will allow you to gain
speed. Your next 3 steps will be curved to accelerate towards the pit and build
torque (angular momentum). These steps should be run on a curve-- if you were
to continue running these steps, you would eventually start running in circles.
Instead, take three, which will simulate the circular motion and accelerate you
towards the bar. The second-to-last step should be another quick step towards
the bar. This is called the "penultimate step." In this step, you should continue to
drive your momentum forward and should still be standing tall as if you were a
sprinter. Bring both hands back, locked at the elbows.
Lesson 4: Javelin
Prerequisite Concepts and Skill :( for student success):
Materials and Resources with References/Sources: Matt and Pole
See Link:
http://www.coacheseducation.com/lessonplans/john-tansley-june-01-page1.php
Differentiated Instruction (DI): (accommodations)
Students who are injured can participate up to their abilities, or do a physical activity more
suitable.
Organizational/Management Strategies: (anything special to consider?)
Lesson Activities:
Teacher Activities
Warm up (10 mins):
Run two laps of field/gym and lead students through stretch.
Body (lesson flow/ management)
Go over proper techniques (5 mins):
Grip the pole correctly: To hold the javelin properly, you have to place it in the
fold of your hand, with your palm up, so that it's in line with the direction that
you'll be throwing in. It has to lie along the length of your palm instead of across
from it. You have to hold the javelin at the back of the cord, which is the grip
placed around the center of gravity of the pole. One finger needs to be placed
beyond the edge of the binding. Just make sure to keep your fist nice and relaxed,
not tensed. Beyond that, there are three main grips that you can choose from.
The American grip: For this grip, you have to place your thumb and the first two
joint of your index finger behind the cord. Think of it like wrapping your hand
around the pole normally, except that your index finger is extended a bit more in
comparison to your other fingers.
The Finnish grip: For this grip, you have to place your thumb and the first two
joints of your index finger behind the cord, while the index finger supports the
shaft of the pole. This is like the American grip, except that the index finger is
extended further away, and the middle finger is a bit removed from the ring and
pinkie fingers.
The "V" grip: For this grip, you should hold the javelin between your index and
middle fingers, behind the cord. Think of it like making a peace sign and then
placing it below the pole.
Start students with one step throw and progress when ready.
One Step Throws: Place weight on the right foot. Step forward with the left
foot plant and follow with #3 above. Two Step Throws: Start with weight
on the left foot. Plant the right and follow #3 above. "Left-right-left" or
three-four-five." Keep the feet pointed in the direction of the throw,
except for the "four" count "right" foot which is the throwing stride. Three
Step Throw: Start on the right foot. "Right-left-right-left" or "two-three-
four-five." Emphasize reverse "C" or bow position on landing. The Whole
 Throw: Use first check mark at start of approach run. Use second check
mark as transition begins. Rhythm is: "left-right-left-right-left" or one-two-
three-four-five" and throw.
Standing Throw with the Javelin: Feet in power position. Javelin in position
to throw, palm up, head facing front, hips and shoulders to the side.
Initiate the action by slightly lifting left leg off the ground. Keep the weight
on a bent right leg. Drive the right leg hard. Pivot on the ball of the
foot. Ground the left heel first. The hips will rotate to the front with the
shoulder, arm and hand to follow. Hold the javelin up near your head.
Before you begin running, lift the javelin up above your shoulder so that it
is about even with your head. The tip should point down towards the
ground slightly, but otherwise the Take the "Approach Run: After you have
the javelin in position, you can start the approach. Begin running towards
your target with the javelin. If you are a beginner, then you can just take
about 9 to 14 steps. If you are more experienced, then take 14 to 20 steps.
As you take your approach run, make sure that you: Keep your hips high
and run on the balls of your feet. Let your free arm swing across your body.
Flex the arm carrying the javelin to fix its position. Perform the
"Withdrawal: The withdrawal phase is when you get your body into the
proper throwing position. When you're ready for the withdrawal, speed up
a little bit and allow the arm that is holding the javelin to extend fully
behind you. Keep your head facing in the direction of your target. Turn so
that the left side of your body is facing your target as well.

Lesson 5: Shot Put

Prerequisite Concepts and Skill :( for student success):
Materials and Resources with References/Sources: Matt and Pole
See Link:
http://www.coacheseducation.com/lessonplans/john-tansley-june-01-page1.php
Differentiated Instruction (DI): (accommodations)
Students who are injured can participate up to their abilities, or do a physical activity more
suitable.
Organizational/Management Strategies: (anything special to consider?)
Lesson Activities:
Teacher Activities
Warm up (10 mins):
Run two laps of field/gym and lead students through stretch.
Body (lesson flow/ management)
Proper technique (5-7 mins):
Holding the shotput:
The shot is held at the base of the fingers, not the palm.
 The fingers are slightly spread apart with the thumb for support.
The hand will be bent back in the cocked position when holding the shot. It looks
like you are carrying a pizza.
Neck Placement: Raise the shot above your head.
Lower the shot straight down until it is under your jaw.
Push the shot into your neck.
Lift your elbow parallel to the floor. Don't squeeze your elbow towards your
back.
Check to see that your thumb is pointing down towards your clavicle.
The palm should be pointing towards the throwing direction.
Delivery: Eyes to the ceiling.
Punch the shot away from the neck.
Keep the elbow high at all times. Lowering the elbow can cause the shot to be
thrown like a baseball and could result in an injury.
Finish the punch with a flip of the wrist.
The left side of the body will be stopped and locked to help form the block.
The left arm will be tucked close to the side of the body.
Body in Power Position: The thrower will stand perpendicular to the throwing
direction.
The feet position will be shoulder width apart or a little wider with left foot
slightly behind the right foot (toe heel relationship).
The right foot will be perpendicular to the throwing direction.
The thrower needs to be in an athletic position.
Power Position: The thrower will shift 80% percent of his/her weight onto the
right leg.
The thrower will twist his/her upper body completely opposite the throwing
direction.
This position from up above will look like an X.
The chest, knee and toe should be in line with each other.
The thrower places the shot into his/her neck.
The left arm will be extended and out from the body with a right angle
relationship to
Drills:
Start by using a softball instead of a shot put to reduce the weight and discomfort
of an actual shot put. Place the ball where your neck and shoulder meet. From
this spot, position your hand so that it is on the right half of the ball (the left half
if you are left-handed). Once you are comfortable in this position, have a friend
time you to see how quickly you can shift from a static position into your shot
putting position.
Square Punch Drill: Stand with your knees slightly bent and your feet directly in
line with the toe board. From here, rotate slightly while bending your knees,
punching the ball directly off of your shoulder instead of performing any
rotations. As you throw the ball, make sure your elbow stays under the ball until
after it has been released. Repeat with your thumb finishing in a downward
 position.

Lesson 6: Discus
Prerequisite Concepts and Skill :( for student success):
Materials and Resources with References/Sources: Matt and Pole
See Link:
http://www.coacheseducation.com/lessonplans/john-tansley-june-01-page1.php
Differentiated Instruction (DI): (accommodations)
Students who are injured can participate up to their abilities, or do a physical activity more
suitable.
Organizational/Management Strategies: (anything special to consider?)
Lesson Activities:
Teacher Activities
Warm up (10 mins):
Run two laps of field/gym and lead students through stretch.
Body (lesson flow/ management)
Proper technique (5-7 mins):
Holding Discus: Place discus in your throwing hand. Spread fingers out with index
finger in line with wrist. Place fingers first knuckles over the disc.
Release the Discus: When releasing the discus have your palm down. Squeeze the
discus out (bar of soap). The disc will come off the index finger. The disc will spin
in a clockwise direction for a right handed thrower.
Drills for Discus:
Standing releases and bowling the discus help with your release. When you
release the discus correctly, it will fly flat, and travel farther. Standing releases
work on your release into the air. Hold the discus with your fingertips, with your
thumb resting on the flat part of the discus. Swing your arm up toward the sky,
and release the discus from your index finger. Catch the discus, or let it fall back
to the ground.
Arm Swings: Use this drill to teach about force a) The thrower stands with feet
shoulder width apart b) Place the disc into throwing hand c) Swing the disc
level with the shoulders back and forth catching it in your left hand d) The
student should feel the discus pushing out on the hand.
Bowling drill: Hold the discus as you did for the standing release. Taking a step
with your opposite foot, bend at your waist and release the discus along the
ground, letting it come off your index finger. The discus should travel in a straight
line on its edge.