Athletics

Name: Niamh Barry

Date:
Class time:
Class level: 1st year
Topic: Athletics – High jump

Aim: Introduce the students to the basics of the high jump

Learning Outcomes: Students will be better able to:

 Understand the 3 phases to the high jump-1. The run up, 2. The take off and 3. The clearance and landing (cognitive)
 Explain where the high jump technique derived from-Dick Fosbury won the 1968 Olympics in Mexico City. (affectice)
 Perform a technically correct run up and take off and landing and clearance. (psychomotor)
 Identify the importance of a specific cool down and warm up in the prevention of injuries (health related fitness)

Assessment: Students will be assessed using peer and self assessment. Questioning will also be used to test the student’s knowledge and learning.

Previous experience and knowledge: This is a first year group who will have little or no experience of high jump.

Anticipated problems: Must think of pairing students with same ability, and if possible set different tasks for different abilities. Also space available and equipment available
is another anticipated problem.

Equipment/Resources required:, whistle, Cones, Measuring tape, triple jump run up. Pit, wall with vertical measure outside at pavilion.
 Time Phase Content Organization Teaching cues Assessment Teaching Style
5 Intro Roll Call Pupils sit and listen Wait for pupils to be seated and NA Command
minutes Gear check listening
All jewellery/watches off
Hand out non participating sheets

20 mins Episode 1 Pupils in pairs. Questioning and feedback What did you do in Command (high
1. The Run-Up
order to jump higher? risk)
Where the jumper exerts forces Question and
that determine the height that his provoke discussion Technique:
centre of gravity will reach and the on the best way to  Linked to a
What will happen if the
angular momentum that his body perform the run up walking stick or a
will have about its centre of gravity J shape run up is too short? A:
during the bar clearance.  6-10 strides
not enough speed
 Straight line
Teacher explanation and demo. Pupils sit in semi perpendicular to
Pupil demo. the plane of the
circle with back to What will happen if the
uprights
the sun.  Curve=3-5 strides run up is too long?
 Lean naturally
Inconsistency
inwards on the
curve
 Bounding type of
Describe how your
run

20 mins
Episode 2
2. The Take Off
Arrival in the correct position at
optimum speed provides a good
foundation for a take off.
Teacher explanation and demo.
Pupil demo.
Episode 3
The clearance and landing
 Reach optimum most successful jump
speed as early as
felt.
possible in the
Run-Up What does the curve
 Turning point on
do? A: Allows the
the curve marked
jumper to build
centripedal force prior
Take off at an arms length from the to take off
upright
Why is the Fosbury Command (high
Pupils sit in semi Saftey: method efficient? risk)
Taking off from the upright allows
circle with back to A: 1. Easier to teach
for the fact that the jumper’s
the sun. trajectory will not be straight over and learn
he bar but will be angled and this
2. The jumper does not
will allow him to cross the bar in the
middle, at its lowest point, and land have to raise his centre
on the mat in the middle
of gravity as much as in
other styles
3. Easier to convert
horizontal velocity into
vertical lift in the flop
than in the straddle
where energy is used in
creating rotation.
 Delay the turn for as long
2 rows of pupils in What does the
 front of high jump as possible. spreading of the knees
 Lead leg drives upwards
behind J shape do? Command (high
vigorously.
made from cones  Thigh parallel to the Has a good effect in risk)
ground that it slows down
 Arch is from the hips to the
knees rotation and allows for
 Spread your knees greater arch of the hips.
10 min Cool down Slow jog and static stretching of all In 4’s. Teacher rotation and facilitation. Peer assessment Sport Ed. Model
major muscle groups. One leader taking
Questioning of pupils what different Teacher observation
the cool down on
rotation. muscles are and maintaining and verbal feedback Reciprocal
engagement in the cool down immediately post
Q: Why is the cool down important? Questioning:
What leadership
qualities were
demonstrated in today’s
warm up?