1. Planning for Attainment in Physical Education Activity: Sprinting
Range and Content: 3d Performing to Maximum Levels Focus: Arm/Leg Actions
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.1 Developing skills in CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.1 Developing skills in
physical activity To achieve success at sprint starts pupils need appropriate leg physical activity
power to enable them to 'drive out of the blocks' ..the starting commands and
Pupils should be able to:
EXPLORE: rules for a sprint start.
a) refine and adapt skills into Level 4 - Pupils link skills,
..sprinting from a variety of starting positions, e.g. lying on
techniques
A CAN DO: techniques and ideas and apply
front/back, kneeling, press up position, sitting, etc.
b) develop the range of skills them accurately and appropriately.
..different shuttle runs/races;
they use ..can demonstrate correct sprint When performing, they show
..through a variety of running/sprinting, drills such as:
T c) develop the precision,
control and fluency of their
- high knee lift
- kicks and flicks
start technique and good
sprinting form
precision, control and fluency.
skills. Level 5 - Pupils select and combine
H - strides/bounding, etc.
EXPERIENCE:
..sprints over a variety of distances:
UNDERSTAND: skills, techniques and ideas and
apply them accurately and
..how to get a fast start and
L KEY CONCEPTS - 30m, 40m, 60m, etc.
..the correct arm action
..reciprocal teaching for a crouched sprint start position:
sustain their performance for the
duration of the race
appropriately in different physical
activities. When performing in
different physical activities, they
E
1.2 Performance
a) Understanding how the - hand/foot placement HEALTH RELATED: consistently show precision, control
components of competence - leg/head/body position and fluency.
T combine, and applying them to DEVELOP (PERFORMING TO MAXIMUM LEVELS): Progression .. the need to
produce effective outcomes. ..the sprint start: gradually increase the volume They develop their stride pattern
b) Knowing and understanding what - leg drive and intensity of exercise. and select appropriate techniques
I needs to be achieved, critically
evaluating how well it has been
achieved and finding ways to
- fast arm action
- response time
..their pick up from the sprint start position
during a race and perform them
with precision and control.
C improve. CURRICULUM
..leg stride, drive and cadence Level 6 - Pupils select and combine
c) Appreciating how to make
..their breathing patterns
OPPORTUNITIES
adjustments and adaptations when skills, techniques and ideas and use
S
..their relaxed arm action
performing in different contexts The curriculum should provide them in a widening range of familiar
and when working individually, in
CONSIDER:
opportunities for pupils to: and unfamiliar physical activities
groups and teams. ..starting commands
a) get involved in a broad range and contexts, performing with
d) Understanding the nature of ..a dip finish
..warm up and preparation for a race of different activities that, in consistent precision, control and
success in different types of
..the type of training to improve performance combination, develop the whole fluency.
activity.
..the advantage of using starting blocks. body.