Track and Field

Steven and Jaynell

Middle Years Physical Education Meathods
05:452
Lee Carter

Curriculum

1
 Table of Contents

Year Plan …………………………………………Page 3

Introduction of Unit ……………………….Page 5

Unit Plan Overview ………………………..Page 6

Assessment Strategies ……………………Page 8

Additional Activities ……………………….Page 9

Integrative Ideas ………………………….Page 10

Curriculum Guide …………………….…...Page 11

Lesson Plans ………………………………….Page 14

2
 Year Plan
Month Activity
September
Week 1 Outdoor Low Organized Games
Week 2 Outdoor Low Organized Games
Week 3 Soccer
Week 4 Soccer
October
Week 1 Cross Country/Cardio
Week 2 Cross Country/ Cardio
Week 3 Lacrosse
Week 4 Lacrosse
November
Week 1 Healthy Lifestyles and Positive
Week 2 Relationships
Week 3 Healthy Lifestyles and Positive
Week 4 Relationships
Basketball
Basketball
December
Week 1 Gymnastics
Week 2 Indoor Low Organized Games
Week 3 Wrestling
January
Week 1 Cross Country Skiing
Week 2 Volleyball
Week 3 Volleyball
Week 4 Winter Carnival Games
February
Week 1 Team Handball
Week 2 Team Handball
Week 3 Dance
3
Week 4 Fitness/Circuits
March
Week 1 Fitness/Circuits
Week 2 Badminton
Week 3 Badminton
April
Week 1 Floor Hockey
Week 2 Target Games
Week 3 Target Games
Week 4 Tchoukball
May
Week 1 Ultimate Frisbee
Week 2 Football
Week 3 Track and Field
June
Week 1 Track and Field
Week 2 Baseball
Week 3 Baseball

4
 Introduction to Track and Field

Track and Field events are some of the oldest known sporting competitions known. Recorded events

started in early Greece called Ancient Olympic Games. Track and field events were also present at

the Panhellenic Games in Greece around this period, and they spread to Rome in Italy around 200

BC. New track and field events began developing in parts of Northern Europe in the Middle Ages. From

the Celtic societies in Ireland and Scotland, the stone put and weight throw competitions popular

and were precursors to the modern shot put and hammer throw events. One of the last track and field

events to develop was the pole vault, which stemmed from the Fierljeppen contests in Northern

Europe.

Track and field events are generally individual sports with athletes challenging each other to decide a

single victor. The racing events are won by the athlete with the fastest time, while the jumping and

throwing events are won by the athlete who has achieved the greatest distance or height in the contest.

The running events are categorised as sprints, middle and long-distance events, relays, and hurdling.

Regular jumping events include long jump, triple jump, high jump and pole vault, while the most

common throwing events are shot put, javelin, discus and hammer. There are also "combined events",

such as heptathlon and decathlon, in which athletes compete in a number of the above events.

Our classes will take place over two weeks, with three classes of 3o minutes a week. The first fourth

lesson will go over basic events that would take place in a track meet. For the fifth lesson the students

will be using teamwork to do relays. The last lesson will be a mini meet to wind up the unit. It will show

what it would feel like to compete in a track meet.

5
 Unit Plan Overview

Lesson 1 – Long Jump

This lesson is the first of the jumping unit. They learn basic approach, jumping technique and

the proper landing technique. In this lesson we focus on the jumping and landing technique by

the use of relays and tag games.

Lesson 2 – High Jump

This lesson looks at the approach, jumping technique, body motion when clearing the bar, and

landing technique. It separates kids into groups so they can jump with kids along their same skill

set.

Lesson 3 – Triple Jump

This lesson really looks at the footwork of the triple jump. It incorporates the three steps into a

game of ultimate Frisbee. Once they have covered the steps and have had practice at them,

they move to the sand pit to cover the jumping and landing technique, and throw it all together

with an approach.

Lesson 4 – Throwing

This lesson is to incorporate throwing into the unit. They will learn the proper footwork and

arm motion for a discus throw. There are two other throwing sports in track: shot put and

javelin. Which can be taught with balls or bean bag tosses. This lesson focuses on using hula

hoops as a modification to the discus.

Lesson 5 - Relays

This lesson is to teach the concept of relay races. Proper baton passing technique will be taught

and practiced. They will learn what variation of passing will work best for their team.

6
Lesson 6 – Mini Meet

To summarize the unit we will have a mini meet day. This will bring in a bit of friendly

competition and teamwork. 3-5 events will take place.

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 Assessment Strategies

Participation Marks

 Attendance, attitude, involvement in class, & appropriate behaviour/attire. Use a

checklist. Everyday students will start the day with 5 out of 5. Inappropriate behaviour

results in the loss of a point. By the end of the unit the class will have had the

opportunity to earn a 30/30.

Self-Assessment

 At the end of the 6th lesson orat end of the unit the students will fill out the rubric along

with a write up on how they felt the unit went. The students will answer the following

questions:

- What was your favourite part of the unit?

- What was your least favourite part of the unit?

- What skill did you feel you were best at?

- What skill did you feel you were not very good at?

- What could your teacher have done differently to make this unit better?

- Would you like to do track and field again? Why/Why Not?

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 Additional Activities
Activities related to jumping:

 Volleyball

 Basketball

 Jump rope

 Handball

Activities related to throwing:

 Baseball

 Softball

 Dodge ball

 Handball

 Basketball

 Football

 Ultimate

Activities related to sprinting /running:

 Cross Country

 Basketball

 Ultimate

 Soccer

 Football

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 Integrative ideas
Social Studies

 report on how track began in Greece

 research famous athletes that impacted track and field: Jim Thorpe, John Carlos

Math

 Find how many laps of a track are needed to run long distance races

 Distance vs displacement around the track

Science

 describe why blood doping is used and why it is illegal

 describe the effects of steroids

 describe the difference between fast twitch and slow twitch muscle

 Heart Rates and circulation

Language Arts

 Exit slip; the students write a paragraph to reflect on how they felt their team

performed and how they can improve on their team work skills

 Write a descriptive paragraph or poem on track and field

Physics

 Figuring out mass, acceleration and force.

 Trajectory, change in distance, change in time.

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 Curriculum Guide
Grade 8
General Learning Outcomes:

Movement Fitness Management Safety Personal and Social Management Healthy Lifestyle Practices

Specific Learning Outcomes Used:

Movement
K.1.8.A.1: Recognize characteristics of selected movement skills and patterns (e.g., balance/ready
position...) as applied in a variety of physical activities, including net/wall and target-type activities (e.g.,
badminton, paddleball, tennis, curling...).

K.1.8.B.1: Explain the cross-training effect of different games/activities on fitness and movement skill
development (e.g., aerobics develop coordination, agility used for fastball; golf and hockey develop
hand-eye coordination/striking skills...).

K.1.8.C.1: Examine the reasons for rules and for adaptation of rules related to safety and risk factors
(e.g., set boundaries to avoid contact with other players, equipment, or walls...) of selected sports and
games.

K.1.8.C.2: Show an understanding of the specific terminology associated with selected sports and
games, including net/wall (e.g., volleyball, badminton, handball...) and target-type activities (e.g.,
archery, curling...).

K.1.8.C.4: Set and/or review expectations for personal and group conduct (i.e., ethical behaviour)
regarding participation in physical activities and/or sports

S.1.8.A.1: Perform combinations of transport, manipulation, and balance skills (e.g., moving into a ready
position to contact the ball in volleyball...), applying mechanical principles (e.g., force, motion, S.1.8.A.2
balance...) for control.

S.1.8.A.2: Perform combinations of manipulation skills (e.g., dribbling/shooting, tossing/catching...),

applying mechanical principles on use of projectiles (e.g., increasing relative projection height or angle
tends to increase flight time...) for control.

S.1.8.B.3: Contribute to the organization and administration (e.g., schedules, team formation, rules, set-
up, clean-up, recording of results, promotion, announcements...) of a tournament (e.g., round robin,
ladder, double consolation…).

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S.1.8.D.1: Design and perform rhythmic sequences that use movement concepts (i.e., showing contrast
in directions, effort, leading/following) and selected rhythmic steps, positions, and patterns in rhythmic
activities related to own culture or culture of interest (e.g., bench-step aerobics, square dance, novelty
dance, highland dance, hoop dance...).

Fitness Management
K.2.8.C.2: Describe ways to apply the FITT principle (i.e., frequency, intensity, time, and type of activity)
to health-related fitness components (e.g., cardiovascular endurance, muscular strength, muscular
endurance, flexibility, body composition…).

K.2.8.C.3: Identify three stages (i.e., indirect, direct, identical) of activity-specific warm-ups and
examples of each stage for specific physical activities (e.g., a soccer warm-up could include light running,
specific leg-stretching exercises, easy dribbling/passing drills...).

Safety
K.3.8.A.1: Determine safety rules, routines, and procedures related to selected physical activities,
including net/wall and target-type activities (e.g., not entering a racquet sport court when play is in
progress, retrieving shot-put/discus only on signal in a group situation...).

K.3.8.A.3: Justify reasons (e.g., ease of movement; personal hygiene; prevention of injury, sunburn,
frostbite, hyperthermia, hypothermia...) for appropriate dress for selected physical activities.

K.3.8.A.4: Investigate factors related to facilities and equipment (e.g., eye protection for court sports,
ramps for wheelchair access, condition of field and/or court surfaces...) to ensure the safe inclusion of
all students in selected activities.

S.3.8.A.1: Follow set rules and routines for safe participation and use of equipment in selected physical
activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).

Personal Social Management

K.4.8.A.2a: Develop self-monitoring strategies (e.g., keep a journal, participate with a friend...) and
criteria (e.g., believable, achievable, controllable, within timelines...) in setting individual and/or group
goals.

S.4.8.A.3: Demonstrate functional use of interpersonal skills (i.e., communicate effectively,

cooperate/collaborate, be respectful, be responsible) that promote fair play and teamwork.

Healthy Lifestyle Practices

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K.2.8.C.2: Describe ways to apply the FITT principle (i.e., frequency, intensity, time, and type of
activity) to health-related fitness components (e.g., cardiovascular endurance, muscular strength,
muscular endurance, flexibility, body composition...).

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 Lesson Plans
Lesson: Long Jump Grade 8

Movement Fitness Safety Personal and Social Healthy Lifestyle

Management Management Practices

K.1.8.B.1 K.3.8.A.3
K.1.8.A.1 K.3.8.A.4

Lesson Components Learning/Teaching Teacher Notes

Strategies ( e.g., equipment, safety
rules, organization, key
points, curricular
connections)
Activating Activity Have kids start with light jog during
Time: 5 minutes gameplay.
 Entry Activity British Bulldog
 Warm-up Then modify it so they can only two
foot hop during gameplay.
Including person/people who are it.
Acquiring Activity Jumping technique:
Time: 7 minutes Show kids sand pit along with - Knees bent
starting board and running track. - Two arm swing
Talk about distance measuring. - Feet on take-off
Show them jumping technique. - Landing Technique – kick feet out
and land on feet or butt
Applying Activity Split class into two groups.
Time: 20 minutes -Half the students do a team relay
race where they practice their
After 10 mins have the kids switch
jumping technique.
activities.
-Other half actually practicing long
jump in the sand pit.
Closure Go over technique with students. Student/ Teacher Notes:
Time: 3 minutes Ask students what we learned?
Student feedback?

Assessment Strategies Participation, Observation As long as kids put forth an honest

effort they shall receive good
marks.
Challenges/ Weather If raining or poor weather be
Modifications/ Make sure sand pit is raked, and prepared to do activities in the

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Adaptations/ sand is soft. gym. Still would be able to practice
Accommodations Kids are wearing proper shoes for just have to lay out mats to jump
activity. onto instead of sand.

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 Lesson: High Jump Grade 8

Movement Fitness Safety Personal and Social Healthy Lifestyle

Management Management Practices

S.1.8.A.1 K.2.8.C.2 K.3.8.A.3

K.1.8.C.1 K.2.8.C.3

Lesson Components Learning/Teaching Teacher Notes

Strategies ( e.g., equipment, safety
rules, organization, key
points, curricular
connections)
Activating Activity
Free for all tag. When you are
Time: 5 minutes
tagged you are eliminated and have
 Entry Activity Wild Wild West Tag
to do 10 pushups to get back into
 Warm-up the game

Acquiring Activity Demonstrate approach to kids.

Footwork on takeoff:
Time: 7 minutes Stress the last 3 steps.
Outside inside outside and then
take off.
Teach kids about momentum when
Arm Swing: Inside arm does
you show them the proper arm
windmill, but stopping at its peak
swing.
position.
Talk about body motion when
Head clears the bar first, then
going over the bar.
shoulders, back legs, feet.
Applying Activity Stress footwork, arm swing and
Time: 20 minutes body position when they are first
practicing without the bar.

Have kids first practice jumping Start the bar at a position where it
onto to a mat without having to is easy to clear, so all students get
jump over a bar so they can the feeling of clearing the bar
practice their approach. without knocking it over.
Once kids have become familiar
Once approach has been developed with bar separate them into groups
introduce the bar. of ability so if there are some
students who are still lacking they
can practice approach, where
students who are succeeding can
still push themselves.

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Closure Student/ Teacher Notes:
Time: 3 minutes Go over technique with students.
Ask students what we learned?
Student feedback?

Assessment Strategies
As long as kids put forth an honest
Participation, Observation effort they shall receive good
marks.

Challenges/ If raining or poor weather be

Modifications/ Weather prepared to do activities in the
Adaptations/ gym.
Accommodations Make sure have proper safety
precautions set in place. Having Still should be able to practice as
proper mats and the correct planned.
amount/placement of mats.
When students are grouped off it is
Students of similar abilities can easier to practice with kids of
group off. similar abilities so they are neither
discouraged or feel held back.

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 Lesson: Triple Jump Grade 8

Movement Fitness Safety Personal and Social Healthy Lifestyle

Management Management Practices

S.1.8.B.2 K.2.8.C.3 K.3.8.A.3 K.4.8.A.2a K.5.8.A.2

S.1.8.D.1

Lesson Components Learning/Teaching Teacher Notes

Strategies ( e.g., equipment, safety
rules, organization, key
points, curricular
connections)
Activating Activity Have kids start with light jog during
Time:5 minutes gameplay.
 Entry Activity Captain of the Ship
 Warm-up Then modify it so they hop on one
foot, skip, or jog during gameplay
to each of the 4 sides of the gym.
Acquiring Activity Jumping technique:
Time:7 minutes Show kids sand pit along with - Knees bent
starting board and running track. - Arm swing on take off to increase
Talk about distance measuring. momentum
Show them jumping technique. - Feet on take-off
-Hop, step and jump. - Landing Technique - Thrust
yourself forward into a ball and
try to land on your butt.
Applying Activity Have kids play ultimate frisbee but
Time: 20 minutes the three steps they are allowed to After 10 mins have the kids switch
take have to be the hop, step and activities, or once it looks like
jump in that order. students have mastered the 3
steps.
Once students have practiced that
enough take them to the sand pit Try to give kids a couple run times
to practice their actual jump. in the sand pit.

Closure Go over technique with students. Student/ Teacher Notes:

Time: 3 minutes Ask students what we learned?
Student feedback?

Assessment Strategies As long as kids put forth an honest

effort they shall receive good
Participation, Observation marks.

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Challenges If raining or poor weather be
Modifications/ Weather
prepared to do activities in the
Adaptations/ Make sure sand pit is raked, and
gym. Still would be able to practice
Accommodations sand is soft.
just have to lay out mats to jump
onto instead of sand.
Kids are wearing proper shoes for
activity.
Ultimate frisbee can be played
either indoors or outdoors.

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 Lesson: Throwing (discus) Grade 8

Movement Fitness Safety Personal and Social Healthy Lifestyle

Management Management Practices

K.1.8.A.1 K.3.8.A.1
K.1.8.C.1 K.3.8.A.4
K.1.8.C.2 S.3.8.A.1
S.1.8.A.1

Lesson Components Learning/Teaching Teacher Notes

Strategies ( e.g., equipment, safety
rules, organization, key
points, curricular
connections)
Activating Activity Everyman for themself A quick way to warm up arms with
Time: 5 minutes a dodgeball game. You are on your
 Entry Activity own team. They only way to get
 Warm-up back into the game is if the person
who hit you get knocked down.
Acquiring Activity Have a stack of hula hoops, show For safety purposes toss in same
Time: 5 minutes how to throw the hula hoop if it direction from the same area of the
were a discus and forehand gym
modified version
Get the students to practice each
way
Applying Activity Create teams of 3-5 students Safety have everyone throwing
Time: 15minutes Set up different colored pylons from same line and tell them when
across the gym floor they can retrieve the hula hoops
Students must throw the hula hoop
and capture one of each color to
win the game
Closure Show the proper form again, if you Do not allow throwing of the real
Time: 5 minutes have a real discus show them what discus indoors
it actually look and feels like
Assessment Strategies Observation
Participation
Challenges/ Modify the throwing style to a
Modifications/ Frisbee like toss
Adaptations/
Accommodations

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 Lesson: Relay Races Grade: 8

Movement Fitness Safety Personal and Social Healthy Lifestyle

Management Management Practices

K.1.8.C.1 K.3.8.A.3 K.4.8.A.2a

S.1.8.A.1 S.3.8.A.1 S.4.8.A.3
Lesson Components Learning/Teaching Teacher Notes
Strategies ( e.g., equipment, safety
rules, organization, key
points, curricular
connections)
Activating Activity Caterpillar Game: Pass baton Paton: rubber chickens
Time:5 minutes through group which is walking, Large group, need good
 Entry Activity front person runs around communication
 Warm-up gym/track to back of line and Depends on size of group and floor
passes baton through etc. space group may go 2-3 times
Acquiring Activity Break into groups and come up Word used to lift hand to pass the
Time: 10 minutes with signal baton
Practice passing using code word Explain that you cannot look when
and standing being passed to
Jog in circle passing baton dropping
when it reaches the front
Applying Activity Pace out 5 large steps, when passer You must begin to run before they
Time: 20 minutes reaches mark they begin to run and get to you – create a mark on the
look forward. floor allow them to decide how far
Race time or close is good for them
Using track go on separate lanes
and create a race
Closure Questions When do you run?
Time: 5 minutes What happens if the baton is
dropped?
Where do you look then you are
being passed to?
Assessment Strategies -Observation
-participation
Challenges/ Different batons (rubber chicken, Make teams even, no team should
Modifications/ water bottle, ball, no item just slap be far ahead
Adaptations/ hands)
Accommodations Instead of running use different
movements -skipping, running
backwards, two foot hop etc

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 Lesson: Mini Meet Grade 8

Movement Fitness Safety Personal and Social Healthy Lifestyle

Management Management Practices

K.1.8.A.1 K.3.8.A.1 S.4.8.A.3

K.1.8.B.1 K.3.8.A.4
K.1.8.C.2 S.3.8.A.1
K.1.8.C.4
S.1.8.B.3

Lesson Components Learning/Teaching Teacher Notes

Strategies ( e.g., equipment, safety
rules, organization, key
points, curricular
connections)
Activating Activity Play British Bull Dog Get everyone in the gym moving.
Time:5 minutes Tagger in the middle yells British
 Entry Activity Bull Dog the others must try to get
 Warm-up across the gym without getting
tagged. If caught you become a
tagger
Acquiring Activity Make teams and discuss mini meet Get teams of four and get them to
Time:2 minutes come up with a team name
There will be 5 events which they
must record their own results.
Applying Activity Events : 3 legged race, standing The group with the highest score
Time: 18 minutes long jump, hula hoop toss , 3 lap would be the winners. Try to make
run, relay race groups equal.
Closure Talk about sportsmanship, have How to be a good competitor,
Time: 5 minutes participation ribbons encourage others and most
Self-Assessment importantly remember to compete
against yourself and not others. Do
the best you can do.
Assessment Strategies Participation Self-Assessment given out at end of
Observation meet
Self Assessment and positive self
talk questionnaire
Challenges Make sure teams are even to have
Modifications/ close races.
Adaptations/ Use ball instead of hula hoop for
Accommodations throwing.

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