Target Throwing Skills

Overview

Lesson 5 of 10 in Mastering Throwing, Jumping, and Catching. Students develop accuracy and precision by throwing a range of objects at targets using different throwing styles, while giving supportive feedback and making safe movement decisions.

Learning intentions

• WALT use different throwing styles to aim accurately.
• WALT adjust force, height and direction for different targets.
• WALT participate safely and encourage others.
• WALT reflect on which technique helps us hit a target.

Success criteria

• I can face my target and use an appropriate throwing action.
• I can control my force and release point.
• I can try at least two throwing styles.
• I can give helpful feedback and explain one way to improve accuracy.

Curriculum links

• Movement concepts and motor skills: develop body control, coordination, balance and object-control skills.
• Positive attitudes: participate confidently, accept challenge and show respect for others.
• Healthy communities and environments: follow safety rules, cooperate and support participation.
• Learning through movement: use feedback and reflection to improve performance.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, safety and hook Gather students in a semicircle. Open with the target-throwing introduction slides and ask: “What makes a throw accurate?” Briefly explain the lesson goal: aim, control and adjust. Establish safety rules: collect equipment only on the signal, throw forwards towards targets, and wait behind the throwing line.

2. 5–10 minutes – Warm-up: Ready, aim, move In pairs, students move freely in a marked area while carrying a soft ball. On the signal, they stop, make a balanced “ready position”, point towards a chosen cone and mime a throw. Add side steps, jogging and gentle changes of direction. Finish with dynamic movements for shoulders, wrists, hips and ankles.

3. 10–16 minutes – Teacher demonstration and practice Demonstrate an underarm roll or throw, overarm throw and two-handed chest pass. Highlight the cues: eyes on the target, opposite foot forward where appropriate, arm follows through, and force matches distance. Students practise each action without equipment first, then with a partner using one soft ball. Ask pairs to identify one cue they used.

4. 16–32 minutes – Target throwing rotations Set up five stations for groups of five. Students rotate every three minutes when shown on the station instruction slides.

• Hoop zones: score by landing the ball in a hoop.
• Cone knock-down: aim at a cone from a chosen distance.
• Bucket target: use an underarm throw to land the ball inside.
• Numbered zones: throw towards near and far floor markers, changing force.
• Partner challenge: one partner chooses a target and the other selects the most suitable throwing style. Students retrieve balls only when the teacher signals. Encourage them to change one variable at a time: distance, force, height or throwing style.

5. 32–38 minutes – Accuracy challenge Groups choose a suitable challenge level: closer or larger targets, or farther or smaller targets. Each student has five throws and records personal success with fingers or a simple tally. Partners give feedback using: “I noticed…” and “Next time try…”. Emphasise improvement rather than competition.

6. 38–42 minutes – Cooperative target game Each group works together to reach a shared score of ten accurate throws. Students must use at least two throwing styles and explain why each was selected. Pause briefly if needed to reinforce safe retrieval, turn-taking and encouragement.

7. 42–45 minutes – Cool-down and reflection Lead slow walking, breathing and gentle shoulder and arm stretches. Revisit the reflection and plenary slides. Students share with a partner: which throwing style was most accurate, what adjustment helped, and how they supported someone else. Collect verbal responses as the class exits.

Resources

• 25 soft balls, beanbags or rolled-up socks
• Hoops, buckets, cones and floor markers
• Five clearly marked throwing stations
• Cones or lines to mark safe throwing and waiting areas
• Whistle or agreed stop signal
• Whiteboard or score markers
• target-throwing introduction, demonstration cues, station instructions and plenary slides

Assessment

• Observe whether students face the target, control force, use a balanced stance and follow through.
• During partner feedback, listen for accurate use of throwing cues and constructive suggestions.
• Note each student’s participation, safe behaviour and ability to adjust technique or distance. Use the final reflection to identify next steps for lesson 6.

Differentiation

• Support: use larger targets, shorter distances, lighter balls or beanbags, and allow rolling before progressing to throwing. Provide a visual demonstration and pair students thoughtfully.
• Extension: use smaller or elevated targets, increase distance, require a particular throwing style, or ask students to explain how force and release point affect accuracy.
• EAL/SEN: use gesture-based cues, demonstrations, colour-coded throwing lines and a consistent “ready, throw, retrieve” routine. Offer additional processing time and allow students to respond by pointing, modelling or speaking.
• For younger students, reduce station choices and focus on underarm throwing, aiming and safe retrieval. Older students can select strategies, keep a tally and coach a partner using specific feedback.