Lesson Plan

Day: M T W T F

Date: 04/09/2015

Learning Area: HPE

Year: 10

Topic: Athletics- Triple Jump

Curriculum content description:

(from ACARA)

ACPMP009- Perform and refine specialised movement skills in challenging movement

situations

ACPMP101- Develop, implement and evaluate movement concepts and strategies for
successful outcomes

Students prior knowledge and experience:

(Outline what the students already know about this topic)
-

Students are familiar with the skill

Students have participated in athletics before
Most students are able to complete the skill successfully
Some students lack motivation to participate

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
To ensure that all students are actively engaged and are able to complete
specialised skill successfully and adjust technique or other elements of the skill
given previous attempts/outcomes.

Lesson objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
-

Participating students will have

completed several successful
jumps (recordable)
Students will know how to create
a personalised run-up
Majority of students actively
engaged and participating

Students with recorded jumps

Observation of jumping
technique
Observation gauging
engagement and participation
levels

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
- Cones
Warm-up activity
Mark for beginning of run-up
Personalised run-up
Take off point
Cool down activity
- Measuring equipment
- Pit equipment (rake/shovel)
- Different take-off points marked/available

Clover
Run

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
-

Clover run
Unable to identify first and last place
Students may jog at their own pace
Given choice
Differing take off points for differing ability levels
Ability for more capable/interested students to form a personalised run-up
Enable students to engage through measurement/recording etc. if unable
to participate
I have been advised that one student has extreme confidence issues. I have
factored this into my lesson plan, allowing this student to attempt the
jumps after the rest of the class has moved off of the oval to the change
rooms.

Timi
ng:

Learning Experiences:

Introduction
Warm-up
Before we war-up Im interested to see if anyone knows what muscles
are involved in the triple jump.
Who can tell me?
Gluteus Maximus
Hamstrings
Gastrocnemius
Arms (biceps, triceps)
Clover run
- 4 cones set out
- Students must run around one of three cones then back to home
cone before proceeding
- Different warm up activity meaning engagement level may be
increased

Sequence of learning experiences

Ensure that students understand safety aspects
What should we remember in terms of safety?
No one is to jump if another student is in the sand-pit
Do not jump if there is equipment in the sand pit
Do not jump if there are any students or pieces of
equipment on the runway
-

Explain triple jump skill

Hop, skip, jump
Same, other, both
- Enable students to create personalised run up through coaching
them on how to do so
1. Start at take-off point on ball of take-off foot
2. Run to establish where run up should begin
3. Finish this run on take-off foot to ensure that run up will suit you
individually
-

Each student is to jump 3 times

Allow a practice jump and extra jumps to see if best was recorded
if there is time

Allocate jobs to non-participating students to ensure active engagement

regardless
- Student measuring
- Student spiking
- Student raking
- Student recording

Lesson conclusion
-

Once all students have completed skill complete cool down

activity
- Slow jog to one end
- Skip back to the other end
- Lunges to one and
- Finish with slow jog or walk
Instruct students to move to change-rooms and prepare for their next
class.
Allow individual student that I had been advised about prior to the
lesson, to attempt the jumps without an audience.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
-

Explaining AND demonstrating the skill before asking students to participate meant
they felt more comfortable having a go at trying the skill
Demonstration helped many students understand each technical element of the skill
Asking students that were not able to participate to include themselves by other
means (raking, recording etc.) meant a higher level of participation throughout the
overall activity. This also meant that students stayed engaged in the lesson and
remained on task.
Enabling students that had developed the skill prior or had grasped the concept well
were given the opportunity to create a personal run-up with coaching from myself.
This meant that these students had a sense that they were given all of the tools and
information they needed to complete the skill to the best of their ability. This meant
that many students had a sense of accomplishment and pride when completing the
skill.
Next time I will use a whistle so that controlling the class and gaining their attention
will be easier for me, rather than trying to raise my voiceover a large space in an
outdoor environment.
Next time I will include a more refined explanation of how to find which foot is
dominant. What foot do you land on if you fall forward from a standing position?
Compared with what foot do you take off from?