Transcript PE Training - athletics

Thrybergh Fullerton C of E VA Primary School
Monday 5th January 2015
Joanne Towers
Coaching
Sport
Competition
Clubs
Learning
Physical
Education
Inclusion
Literacy
Purpose of study
A high-quality physical education curriculum inspires all pupils to succeed and excel in
competitive sport and other physically-demanding activities. It should provide opportunities
for pupils to become physically confident in a way which supports their health and fitness.
Opportunities to compete in sport and other activities build character and help to embed
values such as fairness and respect.
Aims
The national curriculum for physical education aims to ensure that all pupils:
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develop competence to excel in a broad range of physical activities
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are physically active for sustained periods of time
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engage in competitive sports and activities
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lead healthy, active lives.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Key stage 1 – Subject content
Pupils should develop fundamental movement skills, become increasingly competent and
confident and access a broad range of opportunities to extend their agility, balance and
coordination, individually and with others. They should be able to engage in competitive
(both against self and against others) and co-operative physical activities, in a range of
increasingly challenging situations.
Pupils should be taught to:
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master basic movements including running, jumping, throwing and catching, as well as
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developing balance, agility and co-ordination, and begin to apply these in a range of
activities
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participate in team games, developing simple tactics for attacking and defending
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perform dances using simple movement patterns.
Key stage 2 - Subject content
Pupils should continue to apply and develop a broader range of skills, learning how to use
them in different ways and to link them to make actions and sequences of movement.
They should enjoy communicating, collaborating and competing with each other. They
should develop an understanding of how to improve in different physical activities and
sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
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use running, jumping, throwing and catching in isolation and in combination.
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play competitive games, modified where appropriate [for example, badminton,
basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic
principles suitable for attacking and defending.
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develop flexibility, strength, technique, control and balance [for example, through
athletics and gymnastics]
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perform dances using a range of movement patterns
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take part in outdoor and adventurous activity challenges both individually and within a
team.
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compare their performances with previous ones and demonstrate improvement to
achieve their personal best.
‘Physical Literacy can be described as the
motivation, confidence, physical
competence, knowledge and understanding
to maintain physical activity throughout
life.’
www.starttomovezone.com
www.starttomovezone.com
http://www.starttomovezone.com
Locomotion
• Movement from one point to
another.
Stability
• Body balance in static and
dynamic movement situations.
Object
Control
• Sending, receiving and
controlling an object.
Locomotion
• crawling
• rolling
• stepping
• walking
• jogging
• running
• jumping
• climbing
• hopping
• galloping
• leaping
• skipping
• rolling
• swimming
Stability
• standing
• lying
• sitting
• stopping
• landing
• static balance
• dynamic balance
• pivoting
• twisting
• lunging
• bending
• stretching
• turning
• inversion
Bupa Start to Move approach
Object Control
• reaching
• grasping
• gripping
• releasing
• lifting
• carrying
• placing
• passing from hand-to-hand
• sending
• receiving
• rolling
• bouncing
• dribbling
• kicking
• striking
• stopping
• trapping
• retrieving
Decide which skills
from all 3 areas are
most related to
Athletics
www.starttomovezone.com
http://www.starttomovezone.com
WALT: We are learning to:
Develop our jumping and landing skills.
WILF: I can
•jump from 2 feet to 2 feet.
•land correctly by bending my knees.
•use my arms to help me jump.
•jump from 1 foot to 2 feet.
With
what?
With
whom?
When?
Where?
TASK
How?
Bupa Start to Move approach
Harder
Easier
www.starttomovezone.com
Space
Task
Equipment
People
How will you create the
best environment?
What factors do you need
to consider?
Definition
“Assessment for learning is the process of
seeking and interpreting evidence for use by
learners and their teachers to decide where
the learners are in their learning, where they
need to go and how best to get there”.
Assessment Reform Group, 2002
www.thegrid.org.uk/learning/pe/general/.../pe_afl_poster_feb2011.pdf
How do we use AfL in PE?
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Share clear WALT/WILF with learners.
Use effective questioning.
Engage students in their learning.
Give immediate feedback.
Use self and peer assessment in lessons.
Boys and girls of all ages, abilities and
interests make outstanding progress
because teaching enthuses, motivates
and inspires them to try hard and do
their very best. Excellent relationships
and extensive praise and feedback
promote enjoyable and highly
effective learning.
Teachers and specialist coaches are
organised and well-planned. They use
their extensive subject knowledge to
show pupils the step-by step stages of
learning new skills, and how to apply
skills in different activities and
situations.
They question pupils to check their
understanding and provide expert
advice on how to attain exceptionally
high levels of performance.
Expectations of all pupils are
consistently high. Pupils are
challenged to work their hardest, even
when they begin to tire and are
encouraged to their own ways of
making their performances
exceptionally good.
The pace of learning is rapid. Time in
lessons is maximised to engage all
pupils in vigorous, physical activity.
Teaching ensures that pupils remain
active for sustained periods of time
and that their all-round physical
development is promoted
exceptionally well.
A wide range of equipment and
resources, including computers and
video technology is used regularly and
effectively to enable pupils to enhance
their learning.
http://www.sportshall.org/primary/primary-sportshall
http://www.esaa.net/v2/awards/primaryawards.php
QuadKids Schools
QuadKids Schools is the preferred athletics
format for the 2012 School Games, including
level 1 inter (whole school), level 2 intra school
events and schools games qualifies and level 3
county final and School Games. This easy to
run athletics format encourages participation
for all ages and abilities and has been widely
used throughout the UK for many years.
Quadkids Start - for year 3-4 children
50m Sprint
400m Run
Mini Vortex Howler Throw
Standing Long Jump
QuadKids Primary - for year 5-6 children
75m Sprint
600m Run
Vortex Howler Throw
Standing Long Jump
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www.quadkids.org
www.academy.britishathletics.org.uk/sportshall
www.esaa.net
www.starttomovezone.com
www.youthsporttrust.org
www.yourschoolgames.com
www.sportnz.org.nz/managing-sport/guides/kiwidexmanual
• www.valsabinpublications.com
• FUNS cards – Create Development
• TOP Sport resource cards