1. Planning for Attainment in Physical Education Activity: Hurdling
Range and Content: 3d Performing to Maximum Levels Focus: Leg Action
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.4 Evaluating and improving CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.4 Evaluating and improving
Pupils should be able to: Can sprint with regular stride patterns
a) analyse performances, EXPLORE: ..how to maintain their balance
identifying strengths and
Level 4 - They compare and
..running at speed over a variety of distances and over a whilst hurdling
weaknesses comment on skills, techniques and
variety of obstacles i.e.:
ideas used in their own and others’
A
b) make decisions about what to do CAN DO:
- cones, skittles, canes, ropes, markers, etc.
to improve their performance and work, and use this understanding to
EXPERIENCE:
the performance of others ..can maintain a regular stride improve their performance.
..running over obstacles at speed;
T c) act on these decisions in future
performances
d) be clear about what they want
..running over a range of obstacles set at different:
- heights;
pattern between hurdles and
retain their sprinting speed Level 5 - They analyse and
comment on skills, techniques and
H to achieve in their own work and - distances and;
UNDERSTAND: ideas and how these are applied in
what they have actually achieved. - maintaining a constant head height/position
..focusing on a lead leg technique directly to the front and keeps their own and others’ work.
..the importance of a long first
L KEY CONCEPTS the body in alignment;
..focusing on the trailing leg technique that enables the head
position to remain constant ;
stride and the need to clear
rather than jump the hurdles
They can analyse and comment upon
their own and others performances
E 1.1 Competence
..using arms to maintain balance;
DEVELOP (PERFORMING TO MAXIMUM LEVELS):
HEALTH RELATED: and use this understanding to
modify their hurdling technique.
a Developing control of
T
..a constant stride pattern; Reversibility .. the need to avoid
whole-body skills and fine ..using a constant start line and distance to first hurdle; Level 6 - They analyse and
the reversible effects of training
manipulation skills. ..a rhythm and regular stride pattern between hurdles; comment on how skills, techniques
through frequent exercises.
I b Selecting and using skills,
tactics and compositional ideas
effectively in different types
..opposite arm/leg action to keep balance;
..their ability to observe and evaluate their partner and suggest
ways in which they can improve;
and ideas have been used in their
own and others’ work, and on
compositional and other aspects of
C of physical activity.
c Responding with body and
CONSIDER:
..warm up and stretching/mobility exercises, individually and
CURRICULUM
OPPORTUNITIES performance. They suggest ways to
improve.
S
mind to the demands of an with a partner;
activity. ..extending the lead leg from a bent leg approach; The curriculum should provide
d Adapting to a widening range ..landing on the toes and remaining high (hips); opportunities for pupils to:
of familiar and unfamiliar ..a bent trailing leg action with a high knee; c) specialise in specific
contexts. ..a long first stride after landing from the hurdle clearance; activities and roles.
..setting differentiated hurdles, both height and distance
between hurdles, allowing pupils to set their own targets.