Throwing Foundations

Overview

Lesson 1 of 10 in Mastering Throwing, Jumping, and Catching. Students explore safe, controlled throwing through age-appropriate games and drills, focusing on grip, stance, aiming and follow-through. Activities can be simplified for Years 1–4 or extended for Years 5–8.

Learning intentions

• WALT use a safe grip and ready position when throwing.
• WALT step towards a target and follow through after release.
• WALT explore different throwing actions and notice which are accurate and powerful.
• WALT encourage others and participate safely.

Success criteria

• I can hold and control an object safely.
• I can stand side-on, step towards my target and release smoothly.
• I can point my throwing hand towards the target after releasing.
• I can explain or demonstrate one way to improve my throw.

Curriculum links

• Movement skills: develop and apply throwing, aiming, balancing and coordination skills.
• Safety and responsibility: use equipment and space safely and respond to instructions.
• Regular physical activity: participate actively and enjoy movement.
• Learning to learn and relating to others: set a simple goal, give positive feedback and work cooperatively.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, purpose and safety

Gather students in a clearly marked area and explain: “Today we are learning how to throw with control and accuracy.” Establish safety rules: throw only on the teacher’s signal, face the throwing direction, collect equipment on the signal, and keep behind waiting lines. Demonstrate how to carry a ball or beanbag safely. Pair students with a partner of similar size and confidence.

2. 5–10 minutes – Warm-up: Move and freeze

Students move around the space using different locomotor actions: walking, jogging, side-stepping and skipping. On “freeze”, they make a balanced ready position with knees bent and hands prepared. Add teacher calls such as “point”, “step”, “reach” and “follow through” so students rehearse the key actions without equipment.

3. 10–16 minutes – Teacher demonstration and practice

Show a gentle underarm throw first, then an overarm throw. Highlight four cues: “grip lightly”, “stand side-on”, “step to the target”, and “finish pointing”. For younger students, use beanbags and focus on one cue at a time. Older students can identify differences between throwing for accuracy, distance and speed. Students practise the movement without releasing an object, then complete five slow-motion throws on the teacher’s signal.

4. 16–27 minutes – Partner target throws

Set up pairs 3–5 metres apart with a hoop, cone or marked target behind each partner. Students take turns throwing a beanbag or soft ball towards the target, then their partner retrieves it only when instructed. After five throws, partners give one positive comment and one helpful cue, such as “step towards the target” or “keep your eyes on the target”. Move the distance closer or further away to suit ability. Years 1–4 may use underarm throws; Years 5–8 should try both underarm and overarm throws and compare accuracy.

5. 27–38 minutes – Throwing challenge circuit

Create three safe throwing areas: target accuracy, distance control and partner passing. Groups rotate every three minutes, moving only when signalled. At the accuracy station, students aim for a hoop or cone. At the distance station, they throw to a line without crossing it. At the passing station, partners vary the distance and catch or stop the object before returning it. Emphasise controlled technique rather than competition. For older students, invite them to change release height, angle or force and observe the result.

6. 38–42 minutes – Personal best practice

Students choose one technique goal, such as stepping towards the target or improving their follow-through. They complete six throws and try to apply their goal consistently. A partner watches for the selected cue and gives specific feedback. Students may select a closer target, larger ball or underarm throw for success, or increase distance and use an overarm throw for challenge.

7. 42–45 minutes – Cool-down and reflection

Students walk slowly, stretch arms and shoulders gently, and return equipment. Ask: “Which throwing cue helped you most?” and “How did you keep others safe?” Invite several students to demonstrate their best ready position and follow-through. Revisit the learning intentions and preview that the next lesson will develop catching and receiving skills.

Resources

• 25 beanbags or soft balls, with a range of sizes if available
• Cones to mark boundaries, throwing lines and group areas
• Hoops, buckets or large floor targets
• Coloured bibs or bands for groups
• Whistle or clear stop signal
• Open, level playing area
• First-aid equipment and water access
• Optional visual cue cards showing grip, side-on stance, step and follow-through

Assessment

• Observe each student during partner throws and note whether they use a safe grip, balanced stance, step towards the target and follow-through.
• Use questioning to check understanding: “Where should your non-throwing shoulder face?” and “Why do we wait before collecting equipment?”
• During personal best practice, listen for students naming a technique goal and observe whether they apply it consistently.

Differentiation

• Support: use larger, lighter or softer objects; reduce the throwing distance; provide a larger target; allow underarm throwing; practise with a supportive partner.
• Extension: increase distance, reduce target size, use an overarm throw, vary the angle or force, or ask students to explain which adjustment improved accuracy.
• Years 1–4: keep instructions brief, demonstrate frequently, use beanbags and celebrate safe participation and controlled movement.
• Years 5–8: use technique vocabulary, encourage peer coaching and ask students to compare accuracy, distance and force.
• EAL and additional learning needs: use picture cues, consistent gestures, repeated demonstrations and a clearly marked personal throwing space. Allow extra processing time and avoid elimination games.