Athletics Mini-Olympics

Overview

In this 60-minute lesson, Years 0-3 students at Norsewood and Districts School will participate in an Athletics Mini-Olympics. This is the culminating lesson (Lesson 9 of 10 in the Athletics Skills Development unit) designed to empower students to showcase their skills in sprinting, long jump, high jump, and throwing. The lesson fosters teamwork, encouragement, and celebrates effort and achievement, embedding the school values GREAT (Give it a go, Respect, Excellence, Attitude, Teamwork) within the physical education context.

Curriculum Links

This lesson is aligned with the New Zealand Curriculum Refresh (The refreshed national curriculum for New Zealand schools), specifically:

Level 1 Health and Physical Education – Movement Concepts and Motor Skills
- Movement competence and confidence in a range of movement contexts
- Students demonstrate increasingly complex and refined movement skills in a variety of environments.
Key Competencies:
- Managing self: Students take responsibility for their learning and safety.
- Relating to others: Students work effectively in groups, encourage and support peers.
Values: Integration of Norsewood Kura’s GREAT values—Give it a go, Respect, Excellence, Attitude, Teamwork—using language and encouragement throughout the lesson.

Learning Objectives

By the end of the lesson, students will:

Demonstrate basic athletic skills in sprinting, long jump, high jump, and throwing.
Work collaboratively in teams, encouraging peers and showing respect.
Understand how to safely participate in athletic events.
Celebrate personal effort and team achievements with positive attitudes.

Lesson Breakdown (60 minutes)

Time	Activity	Details
0–10 mins	Warm-up & Introduction

Gather students for a fun warm-up incorporating running, jumping, and throwing movements (e.g., jogging, hopscotch, arm circles).
Briefly explain the Mini-Olympics structure and rules, emphasising safety and teamwork, referencing GREAT values.
Use simple language and visual cues to support understanding (important for Years 0-3).
| 10–40 mins | Mini-Olympics Stations (4 stations, 7 mins per station + transitions) |
Set up four stations for students to practise and then demonstrate their skills:

Sprinting – Short, safe sprint distance (~10m), focus on quick feet and running form.
Long Jump – Instruction and attempt to jump from standing start, encouraging a big leap.
High Jump – Jump over a low soft hurdle or rope, focus on technique and effort.
Throwing – Throw soft balls or bean bags for distance, focusing on safe and accurate throwing.

Students divided into 4 teams (~6-7 students each), rotating through stations.
Teachers and helpers encourage GREAT values at each station: praising effort, encouraging peers, showing respect for others’ turns.
Use positive, specific feedback—for example: “Great effort to jump far!” or “I like how you encouraged your teammate.”
| 40–50 mins | Team Relays & Celebration |
Form teams for a relay sprint combining the skills: a short run, a mini long jump (standing leap area), and throwing a ball to a target.
Each student has a turn participating in the relay, ensuring engagement.
Celebrate team effort and encourage cheering for others.
| 50–60 mins | Cool Down and Reflection |
Gentle walking and stretching circle.
Group discussion/reflection prompted by teacher:
- What was your favourite part?
- Did you give it a go?
- How did your team encourage you?
Reinforce the GREAT values and acknowledge everyone’s efforts.
Option to use simple drawings or verbal sharing to reflect.

Assessment and Reflection

Formative assessment during activities: Teacher observes and notes each student’s participation, skill demonstration, and ability to cooperate.
Use simple checklists or anecdotal notes for sprinting, jumping, throwing technique, and teamwork behaviours.
Reflection session gives students opportunity to express their achievements and feelings about teamwork.
Positive reinforcement helps build confidence and supports the core curriculum focus on managing self and relating to others.

Equipment and Resources

Soft balls or bean bags for throwing.
Tape or cones to mark sprint distances and jumping lines.
Soft hurdle or rope for high jump.
Whistles and timers for stations.
Visual aids or cue cards for safety and instructions.

Differentiation and Inclusion

Allow varying sprint lengths or walking options for different ability levels.
Use visual cues and demonstrations to support understanding.
Peer and teacher support at stations to assist motor skill challenges.
Emphasise participation, effort, and personal growth over competition.

Integration with Norsewood and Districts GREAT Values

Give it a go – Encourage trying new skills and challenges in a supportive environment.
Respect – Model turn-taking, listening, and encouragement.
Excellence – Recognise personal bests and improvements.
Attitude – Promote positive sportsmanship and resilience.
Teamwork – Encourage working collaboratively, cheering, and lifting each other up.

By embedding these values, students are empowered on their "GREAT Learning Adventure" in akomanga Rimu.

Teacher Notes

Keep explanations brief and age-appropriate with lots of demonstrations and checks for understanding.
Use music or chants to energise warm-ups and celebrate successes.
Emphasise fun and participation, creating a supportive atmosphere.
Have additional adults or older students available to help with station management for safety and encouragement.

This Athletics Mini-Olympics lesson ensures young learners not only refine athletic skills but also develop social-emotional strengths and positive identities in line with the New Zealand Curriculum Refresh and Norsewood Kura’s values.

References:

New Zealand Curriculum Refresh: Health and Physical Education Level 1 – Movement Concepts and Motor Skills
Norsewood and Districts School GREAT Values Integration
Inclusive practices and curriculum guidance for Years 0-3 learners in PE

Teaching Instructions