SCHOOL OF EXERCISE AND NUTRITION SCIENCES

XNB 296 PHYSICAL ACTIVITY LEARNING DESIGN

SEMESTER ONE 2022

TRACK AND FIELD

Name: _______________________________

Unit Coordinator, Lecturer, Tutor: Dr. Brendan Moy

Office: Room A314, O Block - A Wing, Kelvin Grove Campus
Email : b.moy@qut.edu.au

WET WEATHER

Please report to the Timetabled Venue unless you receive an email from your tutor
instructing otherwise.

Note: The job of a HPE teacher is to accept individuality. That is don’t try to impose the ideal perfect
technique/one size fits all approach that works for an athlete with the ideal build, rather refine an
individual’s technique to improve efficiency (let’s not break down and start over again). In general, as long
as the biomechanical principles of the movement are sound, the movement is not going to cause injury,
and the movement is within the rules of the event, good coaches allow their athletes to solve problems in
ways that are best suited to their own individual constraints.

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ENHANCING INTRINSIC MOTIVATION THROUGH LEARNING TASK DESIGN AND
DELIVERY
Introduction
Providing motivationally supportive physical education experiences for learners is crucial, since
empirical evidence in sport and physical education research has associated intrinsic motivation
with positive educational outcomes. Self-determination theory (SDT) provides a valuable
framework for examining motivationally supportive physical education experiences through
satisfaction of three basic psychological needs: autonomy, competence and relatedness. For
example, pupils in physical education are more likely to be intrinsically motivated when they
perceive that they are provided with a freedom of choice or control over their behaviour
(autonomy), when they experience the feeling of success or mastery of the activity (competence),
and when they feel a sense of belonging or connection and are supported by significant people,
such as a teacher or classmates (relatedness). SDT proposes that pedagogical climates in which
students can exhibit intrinsically motivated behaviours will produce greater effort and enjoyment,
which will then lead to greater task engagement, persistence and learning (Ryan and Deci 2000).

Warm up (5-10 minutes)

RED ROVER, INCORPORATING SPRINTING DRILLS, DYNAMIC AND STATIC STRETCHES
(taken by students)
SPRINTING

1. CHALLENGE SPRINTING (field)

Participants choose an opponent to sprint against. The first participant in the pair runs as far as
possible in 6 seconds (teacher counts down, 6, 5, 4, 3, 2, 1). Their opponent places a RED marker
at the distance covered in 6 seconds. Their opponent then runs for 6 seconds trying to beat that
distance. A YELLOW marker is placed at that distance. Repeat choosing a different opponent.

2. POINTS RELAY

A pile of markers is spaced apart at 8, 16, 35 metres intervals beside each of 4 lanes. Each
coloured marker is worth different points. For example, red markers are placed at the 35-metre
distance are worth 5 points, whereas green markers placed at the 16-metre distance are worth 2
points and yellow at the 8 metres distance are worth 1 point. Teams of 4 allocate an order to their
runners and each runner runs individually in turn to a marker of their choice retrieving the coloured
marker and bringing it back to the start. The relay race goes for 90 seconds and the team with the
highest number of points wins. Only 1 runner/team on track at a time.
Variation: First team to 40 points wins.

3. RATS AND RABBITS

2 students (one is the rat, and one is the rabbit) stand back-to-back, 3 metres apart, teacher calls
out rat or rabbit and that student must sprint to the 20-metre mark in front of them before being
chased and tagged by partner. Variation: Allow pairs to negotiate the distance between runners.

a. Evaluate how effectively the activities facilitated self-determined motivation, (i.e. autonomy,
competence, relatedness) both personally and for others in the class (observation). What did
you specifically observe in others or perceive yourself?

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b. Comment on the amount of effort you put into each activity and enjoyment experienced.

THROWS, JUMPS
1. STANDING SHOT PUT CHALLENGE
Participants choose their own group of 4 or 5 of similar ability to compete against. The
group determines where the distance markers are placed for the awarding of points (3, 2, 1).
The group determines the shot weight to be used for the contest and each participant is
given 3 STANDING putts of that shot. Each participant’s score is totalled. Rules: Push shot
not throw. Hand holding the shot close to chin and hand cannot drop below this point. Clean
palm, dirty neck.
Organisation: Each group is spaced 10 m apart using markers and group members must be
2 m back behind the putter.
Tip: When teaching field events, split the class into 2 groups 1 practices the field event, the
other plays a simple non-contact game such as cricket, then swap over at half time.
2. LONG JUMP RELAY
Participants choose 4 groups of 4 or 5, they believe to be evenly matched for competition. All teams
commence along the same line. Individuals in each team have 1 jump each, successively in the
same direction up field. Each jump is taken from where the previous jumper landed. Mark the total
distance jumped by the team. On the way back, challenge teams to beat their own total distance.
a. Evaluate how effectively the activities facilitated self-determined motivation, (i.e., autonomy,
competence, relatedness) both personally and for others in the class (observation). What did
you specifically observe in others or perceive yourself?
b. Comment on the amount of effort you put into each activity and enjoyment experienced.
MIDDLE DISTANCE (Mark out a 150-metre circular track)
Note: 4 Groups in the class, each group participates in one of the two activities. For
example, Activity 1, Groups A, B; Activity 2, Groups C, D.
1. SCHOOL 800 METRE RECORD ATTEMPT

A team of 4 runners attempts to break the school 600 metre (4 lap) record of 1 minute 30 seconds.
Like a relay, only 1 runner is allowed on the track at the one time. The team decides their running
order and how often and how far each team member runs. Use a relay baton and team coloured
bibs. Give a second group of 4 students a chance to beat the record and/or the first groups’ time.
2. CHALLENGE RACE WITHIN A RACE

Students choose a partner of similar fitness level to race over 3 laps (i.e. 4 pairs). All pairs run in the
same 3-lap race. However, within the 3-lap race, runners aim is purely to win their own race by
beating their partner home.
Specificity of Training
The distances run, time limits, numbers in each team etc. can all be modified to reflect race
distances, intensities, and training work: rest ratios (i.e., more students in each team the longer
the rest).
a. Evaluate how effectively the activities facilitated self-determined motivation, (i.e. autonomy,
competence, relatedness) both personally and for others in the class (observation). What did
you specifically observe in others or perceive yourself?
b. Comment on the amount of effort you put into each activity and enjoyment experienced.

Discussion
In 2021 (after completing these activities) in response to the question, ‘what did you learn today?’,
a student said,

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 ‘You can enjoy track and field even if you are not very good at it’.
Why is this a significant comment for you as a future HPE teacher?

TRACK AND FIELD GROUP PROBLEM SOLVING TASK (5%)

TASK: Each of 4 groups is allocated one of the below track and field activities that could be used
in a Year 7-10 HPE track and field lesson. Each group must:
 Plan and prepare to present the activity to the class
 become familiar with the activity by participating in activity themselves
 respond to the questions in the assessment booklet
 present the activity to the group
 lead a whole class discussion to justify to the class how the activity was designed to:
(i) facilitate students’ Self-Determined Intrinsic Motivation & increase student effort &
enjoyment,
(ii) meet 3 of the 4 Related Student Learning Outcomes of the Australian Curriculum
TRACK AND FIELD ACTIVITIES (these can be adapted to further enhance motivation)

Fly
Students choose groups of 4 to compete within. 5 short ropes/sticks/rubber line markers are
spaced on the ground 1 metre apart. Each person has a turn to run through ropes/sticks placing
one step in between markers. The objective is to clear the last rope/stick by as much distance as
possible (landing on two feet). They then have the option to place any of the 4 closest markers at
their landing point, resulting in a spreading out of ropes/sticks. Students are eliminated if cannot
get one step in between markers. Note: Eliminated students can still attempt the task but are
allowed an extra step.
Sprint Tag Relay Race
Teams of 6. Markers are placed at 20, 30, and 40 metres. A team member stands at each marker
(3 students). The remaining 3 students stand behind the start line and on go 1 at a time each runs
to a separate marker of their choice and tags the person on that marker who sprints back to the
start and tags the next runner. The person who ran to the marker takes their partners place at that
marker. When the 3rd runner is tagged and gets back to the start, this signals for the runners on all
the markers to all sprint in at the same time to the finish line. First team with all members across
the finish wins.
Pursuit Running (150 metre track)
Students choose a partner to run against (similar ability). Each wears the same-coloured bib but a
different colour to other pairs. One runner of the pair starts in a pack 20 metres in front of a
second group of runners containing their partner. The object is to catch and tag your partner
within 2 or 3 laps, however, the second runner cannot make tag until after 1 lap. Option: allow
pairs to negotiate the head start and the distance (either 2 or 3 laps).
Throwing Golf (standing or short run up)
3 golf holes are set up using a hoop placed at far end of the field (50-100 metres away). Holes are
far enough apart to manage risk. A different throwing implement is used for each hole, i.e., foam
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javelin, softball (must be ‘put’), frisbee/quoit (must be ‘slung’ like a discus). Individuals (or teams)
compete to land in a hoop in least possible number of throws. Rotate through the 3 holes. Safety:
Ensure all students are behind the thrower.