This document provides information about planning and teaching a long distance running activity in physical education. It includes level descriptions and learning objectives focused on developing physical and mental capacity. Pupils should be able to sustain a run over a longer distance, understand how somatotypes influence performance, and know when and how to use inhalers. The activity content section describes exploring running techniques, setting challenging pace and distance goals, and performing at maximum levels through increasingly longer runs. Considerations include personal influences on performance, running surfaces, body temperature, hydration, and aerobic versus anaerobic activities.
Implementing "Speed Work" in HS 1,600m and 3,200m trainingJay Johnson
One of Jay's two presentations for the 2009 Colorado High School Coaches Association Clinic. All videos referred to in the slides can be downloaded at www.coachjayjohnson.com
This recipe for distance runners touches on a few concepts from the world of exercise physiology, yet the main focus is on how workouts fit into a sound training program.
Lungs with Legs is a presentation I gave at the 2013 Colorado Track Coaches Clinic. The premise is that we need to focus on the Five Bio-Motor abilities when we design training.
Implementing "Speed Work" in HS 1,600m and 3,200m trainingJay Johnson
One of Jay's two presentations for the 2009 Colorado High School Coaches Association Clinic. All videos referred to in the slides can be downloaded at www.coachjayjohnson.com
This recipe for distance runners touches on a few concepts from the world of exercise physiology, yet the main focus is on how workouts fit into a sound training program.
Lungs with Legs is a presentation I gave at the 2013 Colorado Track Coaches Clinic. The premise is that we need to focus on the Five Bio-Motor abilities when we design training.
Definition:
Kimble
“Any relatively permanent change in behaviour or behavioral potential produced by experience”.
Crow & Crow
“learning is the acquisition of habits, knowledge and attitudes”.
Henry .P. smith
“learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as the result of experience”.
1. Planning for Attainment in Physical Education Activity: Long Distance
Range and Content: 3d Performing to Maximum Levels Focus: Breathing/Pace
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.3 Developing physical CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.3 Developing physical and
and mental capacity Pupils have experienced running activities such as middle mental capacity
distance running, distance relays and orienteering activities. ..the physiological effects of
EXPLORE: distance running upon the body
Pupils should be able to: Level 4 - They work with others to
..the effects of a sustained run upon the body;
a) develop their physical
A CAN DO: plan and lead simple practices and
..the need to set an appropriate pace;
strength, stamina, speed and activities for themselves and
..the most effective leg action to sustain a continuous run;
flexibility to cope with the ..can sustain a run over a longer others.
EXPERIENCE:
T demands of different
activities;
..a relaxed, economical running action:
- relaxed breathing technique;
distance
Level 5 - They plan, organise and
b) develop their mental UNDERSTAND: lead practices and activities safely,
H determination to succeed.
- low arm carriage;
- economical stride length;
..fun/enjoyable/appropriate running distances and times set
..the different somatotypes and
helping others’ to improve their
performance.
how this will influence
L KEY CONCEPTS
according to the ability of the athlete;
..setting increasingly more challenging tasks;
performances in the different
events
They can take on the role of leader
..increasingly challenging targets set by the pupil; and organise activities that will
E 1.3 Creativity
..an appropriate warm up and cool down to improve their
flexibility and range of movement;
HEALTH RELATED: help others to improve their
performance in a competitive
T
DEVELOP (PERFORMING AT MAXIMUM LEVELS): ..understand the need for situation.
a) Using imaginative ways to ..increasingly longer runs or improved times; inhalers to be used 20 mins
express and communicate ..a steady breathing pattern; before a run if required and to Level 6 - When leading practices
I ideas, solve problems and
overcome challenges.
b) Exploring and experimenting
..the ability to set a realistic pace according to the ability of the
athlete;
CONSIDER:
be available in the case of an
emergency
and activities, they apply basic
rules, conventions and/or
C
compositional ideas consistently.
with techniques, tactics and ..the various personal and external influences upon a CURRICULUM
compositional ideas to produce performance during a timed run;
efficient and effective
OPPORTUNITIES Level 7 - They take on different
S
..the running surface and the use of appropriate footwear;
roles within an activity, showing an
outcomes. ..body temperature and the need for suitable clothing;
The curriculum should provide ability to organise and communicate
..the effects of dehydration upon the body and the need to
opportunities for pupils to: effectively, and applying rules
replace fluids;
..the difference between aerobic and anaerobic activities; f) use ICT as an aid to fairly and consistently or adhering
..wearing a pulse monitor and tracking the increase in the pulse improving performance and to the conventions and codes of
rate and the recovery period. tracking progress. conduct for activities.