Movement Skills Athletics

Unit and Lesson Context

• Unit: Enhancing Movement Performance (Lesson 4 of 10)
• Lesson Title: Movement Skills in Athletics
• Year Level: Year 6
• Duration: 60 minutes
• Class size: 25 students
• Australian Curriculum Links: Health and Physical Education (HPE), Year 5 and 6

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Learning Objectives

Students will:

• Identify various athletics events (e.g. sprinting, shot put) and describe the movement skills involved.
• Understand and discuss how force and speed are applied differently in selected athletics events.
• Analyse how applying force and altering speed influence performance in different athletics disciplines.
• Reflect on the importance of these movement concepts to enhance personal movement performance.

Australian Curriculum Content Descriptions Addressed:

• AC9HP6M01: Adapt and modify movement skills across a variety of situations.
• AC9HP6M07: Predict and test the effectiveness of applying different skills and strategies in a range of movement situations.
• AC9HP6P10 (part): Propose strategies to increase physical activity and reduce sedentary behaviour.
• Movement concepts aligned with understanding force and speed as part of movement performance.

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Curriculum Links and Standards

Content Descriptions:

• AC9HP6M01: Students adapt and modify movement skills in varied situations, such as applying different amounts of force or adjusting speed.
• AC9HP6M07: Students predict and test movement strategies, assessing their effectiveness, connecting physics concepts like force and speed to real-world applications in sport.

General Capabilities:

• Critical and creative thinking: Analysing how force and speed influence movement.
• Personal and social capability: Collaborating in group tasks.
• Literacy: Using movement-related terminology with accuracy (force, speed, athletics).

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Lesson Overview and Timings

Activity	Time (mins)	Description
1. Introduction & Engagement	10	Introduce athletics events; show videos or images to spark curiosity.
2. Discussion: Force and Speed	15	Guided class discussion on how force and speed differ between events like sprinting vs shot put.
3. Group Stations: Skill Practice	20	Rotate through 2-3 stations practising sprint starts, shot put technique, and long jump approach runs.
4. Application & Reflection	10	Students share observations on how force and speed impacted their performance in different events.
5. Summary and Q&A	5	Recap key movement skills and concepts; answer questions.

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Detailed Activities

1. Introduction & Engagement (10 min)

• Start with a brief explanation and visual presentation (photos/video clips) showcasing different athletics events (sprint, shot put, long jump).
• Ask students to name the events and what they think might be needed to perform well (speed? strength?).
• Emphasise key movement skills: running fast, throwing, jumping.

2. Discussion: Force and Speed (15 min)

• Ask guided questions:
  • How does the athlete use speed in a sprint compared to shot put?
  • What role does force play in shot put? In sprinting?
• Introduce simple definitions:
  • Force: A push or pull that causes movement or change in speed.
  • Speed: How fast an object or person is moving.
• Use everyday examples (pushing a door quickly vs slowly) to concretise meanings.
• Highlight the difference between explosive power (shot put) and quick acceleration (sprint).

3. Group Stations: Skill Practice (20 min)

• Divide class into 3 groups rotating every 6-7 minutes:
  • Sprint Station: Practice sprint starts over 10-20 m, focus on quick acceleration (explore "speed").
  • Shot Put Station: Use foam balls or similar safe objects; practise throwing to feel the "force" applied.
  • Long Jump Station: Practice approach runs and measured jumps, discussing how speed in the run affects jump distance.
• Teachers circulate, provide feedback emphasizing application of force and speed and their effects on performance.

4. Application & Reflection (10 min)

• Regroup and have students discuss within pairs:
  • How did changing speed or force affect their performance?
  • Which event felt like it required more force? Which required more speed?
• Invite 2-3 students to share reflections.
• Connect back to athletics events and encourage thinking about improving their movement skills.

5. Summary and Q&A (5 min)

• Recap key movement terms: force, speed, athletics events.
• Summarise the main idea: different athletics events use force and speed in different ways to achieve goals.
• Answer student questions.
• Preview next lesson focus on refining movement skills for enhanced performance.

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Assessment and Feedback

• Formative Assessment:

  • Observe student's ability to explain the difference between force and speed.
  • Monitor participation and technique at practice stations.
  • Listen to reflections during group discussions to gauge understanding.

• Feedback Strategies:

  • Give specific, positive, and actionable feedback during stations (e.g. “You used great force in that throw!” or “Try to push off faster to improve your sprint start.”).
  • Encourage peer feedback during reflection activities.

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Resources and Materials

• Short video clips or images of athletics events
• Cones and markers for stations
• Foam balls or shot put simulators for throwing
• Measuring tape for long jump and sprint distances
• Stopwatch or timers for sprint practice

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Safety Considerations

• Use soft, safe equipment for throwing activities.
• Ensure warm-up before activities to prevent injury.
• Clear instructions on safe movement and spatial awareness during practice.

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References to Australian Curriculum (v9) Documents

• Health and Physical Education Year 5-6 content codes: AC9HP6M01, AC9HP6M07, AC9HP6P10 .

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This lesson plan blends scientific concepts of force and speed with physical practice in athletics tailored to Year 6 students, fostering both conceptual understanding and skill development in a fun, age-appropriate manner.