UBC PHYSICAL EDUCATION LESSON PLAN

Secondary
Lesson # 1 out of 2 IRP# Individual and Dual Instructor: Meghan/Milica/Dillan/Cody
Unit: Individual—Track and Field Lesson Length: 70mins
Grades: 8-9
Equipment: 8-10 pinnies, 20 beanbags, 8 hula hoops, 15 floor lines, 16 pylons, 10
skipping ropes
Movement Concepts Skill Focus
Body: Changing Rel: With others and Locomotion: Running, Skipping, Hurdle Manipulative: None Styles: Direct, Indirect,
direction, hurdles Non-Locomotion: Start position Non-Manipulative: None Discovery
proprioception
of limbs
Effort: Speed, Space: Spatial Safety: Well organized lesson
height hurdle awareness of self and effective class
and others management, start and stop
signals
Lesson Objectives - The students will be able to: Psychomotor, Cognitive, Affective
1. Demonstrate correct running technique in a variety of exercises and activities. Psychomotor
2. Clear a hurdle of their choice of height, by demonstrating sequential use of lead leg and trail leg, staying level, Psychomotor
and keeping eyes forward, in a drill situation.
3. Participate in a modified hurdle activity using correct lead and trail leg technique, and arm opposition. Psychomotor, affective
4. Demonstrate understanding of proper hurdle technique by evaluating their peers’ performance in a drill situation. Cognitive
Progression and Organization Tasks Teaching Cues Checking for Obj. #
Time (Formations) (Basic, simplifying, extending, applying) Prescriptive Feedback Understanding
Set Induction (We are going to … what, why, how)
Good morning boys and girls. My name is : ___________ and I will be one of your teachers today. This is ____________ and he/she will teach
the second half of the lesson. Has anyone here participated in Track and Field before? Put up your hand if you know what a hurdle is? Today we
will be focusing on running progressions leading up to hurdling. We will begin with simple running techniques and work our way up to hurdle
technique. Our goal by the end of class is to have everyone participate in our game called Hurdling for Gold! Before we get started I want to go
over three important words that we will be using today: Freeze, Go, and Hustle. It's very important that you listen to these cues so that we can
stay organized and finish everything on time to have time for the final game. We will be practicing these three cues during the warm-up.

Organization: Have learners sitting in a semi circle with the teacher in front
Time: 1 minute

A. Warm-Up
“Spring Training” Scatter formation One student wearing a pinnie will be "it". Students will - Move into open space Instructor will #1
Time: 5mins be instructed to run around the playing area. The - Keep head up. ask a student to
person who is "it' will tag other students, whom will - Swing your arms front and repeat task.
 then put on a pinnie and join the "it" team. back (i.e. sagittal plane) (no
Every minute the instructor will change the method of crossovers)
locomotion to one of the following:
- Running
- Speed walking
- High knees
- Butt kicks
- Lunges
The students' objective is to move into open space
while demonstrating different locomotion techniques
and avoid being tagged.

B. Skill/ Movement
Development -focus

1) “Locomotion” Learners will be 1. Demonstration of running technique (2mins) 1. Posture Q: Why is it #1

Time: 15mins situated on the - Feet point straight ahead important to
end line, evenly 2. Technique (5mins) - Back straight have quick
spaced out arms On the instructors command, learners will practice - Head up; eyes focused first steps
length between proper running technique while following the “stop straight ahead when you
each other, facing and go” cues. Instructor will circulate to ensure all start?
the instructor at learners have mastered proper technique. 2. Tall Body Position
all times. - Balls of your feet Q: What is
3. Stops and Starts (5mins) - Tuck hips down the most
On the instructor's command (go), students will sprint - Shoulders square to hips effective /
to the other side of the playing field, using the and relaxed (breathing easiest
following starting positions: from stomach) starting
(S) 1. Standing- feet together position out of
(B) 2. Standing- dominant foot forward 3. Head Position the ones that
(E) 3. Sitting cross legged - Head aligned with neck we did? Why?
(E) 4. Sitting cross legged facing the back and spine
(E) 5. Lying on stomach (prone) - Eyes level/looking
(E) 6. Lying on back forward
(E) 7. - Eyes closed - Face relaxed
(E) 8. 3 tuck jumps
4. Arm Action
- Elbows @ 90 degrees
- Arm movement should
occur from the shoulder
- Hand swing close to
 midline

5. Leg Action
- Toe up
- Knee up (~90 degrees)
- Pawing action of feet
- Arms/legs move in
opposition

2) “Mechanics of Students will be (B) 1. Discovery (2mins) - Run through (over) the Q: How many #2
Hurdling” broken into Students will be instructed to hurdle without any prior barriers; do not jump over hurdles do #4
Time: 15mins groups and set up instruction to demonstrate starting knowledge and them you think are
in lines in front of ability - Eyes forward in an Olympic
hurdles. (S) 2. Skipping rope hurdles (2mins) - Knees and feet high 100m hurdle
With a skipping rope, students will demonstrate - Develop a rhythm race? (10)
rudimentary hurdling techniques from one end of the - Arms in opposition
playing area to the next Q: How high
do you think
Instructor explain & demonstrate proper hurdle the hurdles
technique (2mins) are? (Men’s'-
1.067m,
(S) 3. Walking over hurdles (3mins) Women’s'
Students will focus on high knee on their lead leg and 0.840m)
the trail leg turned out to the side
Q: What do
(S) 4. March over hurdles (3mins) we need to do
Have students work in pairs to march over hurdle. One with our legs
student will march while the other student assesses for in order to not
proper technique. Reverse roles. knock over
hurdles (high
(S) 5. Repeat step 4 with a jog. (3mins) knees)

(A) 6. Repeat this activity with a run, but decrease

number of hurdles to one. (If time allows, 2-3mins)

*Instructor will focus on components of hurdle:

- Patterning: two quicker steps prior to hurdle and
following hurdle
- Lead leg: staying straight and coming up soon
 enough before hurdle
- Trail leg: in proper position and orientation
during hurdle
- Technique: not jumping, running through
hurdle keeping hips low

3) “Advanced Learners will be (B) 1. Start & Hurdle (7min) - Toes point in direction of Q: Why is it #2
Mechanics of in 4 groups of 2 Students will be led through a full start (correct movement important to
Hurdling” and lined up starting position into 2-3 hurdles) -Opposite arm forward have quick
Time: 15mins behind a row of - Focus will be on proper technique in both run and - Shoulders, hips, feet steps when
hurdles hurdle aligned you start?
- Students will wait for command of instructor before - Vigorous arms on first
moving steps Q: Why do
a. Mark, set, go -Quick first steps you crouch
Mark: Students set up on line low before
Set: Back knee lifts off ground starting?
Go: accelerate forward (Propulsion)

(A) 2. Castle Building* (7min)

Each team member has a block or similar object and
as a team must combine their objects to construct a
shape of a castle. Give the groups a few minutes to get
together and develop and construct a design. The
object of the relay is to construct their exact design at
the other end of the playing area by taking turns
hurdling to the end. The first team to construct their
castle without having it fall over is declared World
Champion Castle Builder.
*Instructor will adapt the game based on students
abilities and the adaptations made to specific skills as
outlined earlier in the lesson plan

Progression Organization Tasks Teaching Cues Checking for Obj. #

And Time (Formations) (Basic, simplifying, extending, applying Prescriptive Feedback Understanding
C. Culmination
“Hurdles for 4 teams of ~2 are (A) 1. Hurdles for Gold - Run through (over) the Q: Why is it #1, 2,
Gold” set up in the 4 With teams situated in their designated corners facing barriers; do not jump over important to 3, 4
Time: 15mins corners of the the center, each line will have 3 mini hurdles evenly them run through
playing area. spaced facing the center where ~15 bean bags are - Eyes forward the hurdles
located. A hula-hoop is placed behind each team line - Knees and feet high instead of
and in turn, each learner runs over the hurdles, grabs - Develop a rhythm jumping over
a bean bag, traveling back through the hurdles and - Arms in opposition them?
places their bean bags in their designated team hula
hoop. The other teammates then leave to collect - Toes point in direction of
another beanbag. The team with the most beanbags is movement
declared the “Olympic Gold Champions!” -Opposite arm forward
S- Reduce height of hurdles, decrease # of hurdles - Shoulders, hips, feet
E- Increase height of hurdles, increase # of hurdles aligned
- Vigorous arms on first
steps
-Quick first steps

“Cool Down” Scatter formation Walk of Life: Instructor will lead students through a #1
Time: 5mins walking activity using various forms of locomotion:
- Speed walking
- Walking through mud
- Walking uphill and downhill

D. Closure (Key Points) (Ask students questions about what were the key points of the lesson.)
Thanks for participating in our lesson everyone! We hope you had fun. Just to wrap everything up, does anyone have any idea what he or she
thinks the key mechanics of running are (Answers: proper posture, arms don’t cross the midline, pawing the ground)? How about hurdling (Your
head stay the same level, your lead leg is straight)

E. Assessment Techniques (How will you assess your lesson objectives?)

- Providing verbal feedback during skill practice
- Peer feedback and evaluations
- Using some of the “checking for understanding” questions to allow students to demonstrate knowledge of conceptual objectives.

F. Lesson Reflections and Student Assessment (Observe students who do or not meet objectives. How and why are they not/doing so?)

G. Non-participants
Students unable to participate will evaluate their peers, and assist with set-up and take down (just like all students). These students will use the
Run/Jump/Throw workbook (provided by teacher) to aid them in assessing their peers. They will also be expected to answer conceptual
questions throughout the class.

H. Special Needs
Lessons will be modified as needed, depending on the nature of the special need. For example, mobility issues will be dealt with an emphasis on
cognitive aspects of hurdling.

I. Interdisciplinary Themes
Musicality will be incorporated when the hurdling rhythm is taught.

References:

Dunville, B., Howey, L., Parker, R. (2006). Run, jump, throw - teacher resource with adaptations for disabilities. Athletics Canada - Winnipeg,
MB.