Circuit Training & High Jump

Overview

Duration: 45 minutes
Class Size: 10 students
Year Group: 5 (ages 9-10)
Unit: Athletics Skills for All (Lesson 4 of 6)
Focus: Circuit training with jumping, high jump technique, target throw with bean bags, including adaptations for wheelchair users

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National Curriculum Links (Key Stage 2 PE)

• Pupils should be taught to:

  • develop flexibility, strength, technique, control and balance (NC PE Programme of Study, 2014)
  • perform dances using a range of movement patterns and compare their performances with previous ones and demonstrate improvement
  • take part in competitive games, modified where appropriate and apply basic principles suitable for attacking and defending
  • develop competence to excel in a broad range of physical activities
  • engage in competitive and co-operative physical activities
  • understand how to exercise safely and effectively

• KS2 Specific Learning Objectives for Athletics:

  • Use running, jumping, throwing and catching in isolation and combination.
  • Apply athletic techniques with control and precision.
  • Describe and evaluate their own and others’ performances and suggest improvements.

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Demonstrate improved jumping techniques, including take-off and landing during a high jump activity.
2. Complete a circuit with varied activities that enhance strength, balance, and coordination.
3. Practise accurate throwing and aiming skills using bean bags in a target throw station.
4. Adapt and participate in modified activities suitable for wheelchair users, focusing on rolling and aiming skills.
5. Reflect on personal performance and propose ways to improve technique and stamina.

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Equipment Needed

• Indoor exercise mats (for jumping station)
• High jump bar or soft bar alternative
• Bean bags & target hoops or marked zones
• Cones to mark circuit stations
• Wheelchairs (for adapted stations)
• Stopwatch or timer
• Visual and verbal prompts / instruction cards
• A whistle for signalling station changes
• Score sheet or ‘self-assessment’ cards

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Lesson Structure

1. Introduction & Warm-up (7 minutes)

• Gather students in a circle for a dynamic, full-body warm-up:
  • Jogging on the spot (1 min)
  • High knees and butt kicks (2 mins)
  • Arm circles and leg swings (2 mins)
  • Mini stretching focusing on legs and arms (2 mins)
• Introduce the 3-station circuit and explain modifications for wheelchair users to ensure inclusion. Use clear visual aids for structure.
• Highlight safety rules and correct body posture (especially for jumping and throwing).

2. Main Activity: Circuit Training (30 minutes total)

Students will rotate through the following stations in groups of 3-4, spending 9-10 minutes per activity including rotation/breakdown:

Station 1: Jumping on Indoor Mats (Floor Jumping)

• Focus on controlled take-offs and soft landings to improve balance and strength.
• Sequence: 3 jumps forward, 3 side jumps, 3 tuck jumps.
• Teachers encourage pupils to bend knees when landing, looking forward, and maintaining core stability.
• Wheelchair Adaptation: Wheelchair users practice explosive forward pushes or use arm strength to simulate jump movements; can do seated balance exercises.

Station 2: High Jump Technique Practice

• Introduce the basic high jump technique focusing on ‘take-off foot’ and clearing the bar safely. Use a low bar or soft obstacle to encourage confidence.
• Emphasise landing on the mat with bent knees for injury prevention.
• Encourage attempts, providing tips on body lean and knee drive.
• Wheelchair Adaptation: Use an arm reach or raise a bean bag over a target height to simulate ‘jump’ clearance and balance control.

Station 3: Target Throw with Bean Bags

• Students aim bean bags at target hoops placed at varying distances, practising accuracy and control with underarm throwing.
• Challenge by increasing the distance or using smaller targets.
• Wheelchair Adaptation: Use rolling bean bags from wheelchair, focusing on aiming and controlled release.

3. Cool-down & Reflection (8 minutes)

• Gather students in a circle seating arrangement. Lead a cool-down with:
  • Gentle stretches, focusing on muscles used: calves, quads, shoulders, and arms.
  • Deep breathing exercises to reduce heart rate.
• Facilitate a quick reflection:
  • “What skill did you improve the most today?”
  • “How did you try to improve your jumping/throwing?”
  • “What would you like to do differently next time?”
• Allow pupils to complete a simple self-assessment card with smiley faces or words (e.g., confident, improving, challenging).
• Teacher provides verbal feedback highlighting great effort and progress.

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Differentiation & Inclusion

• Physical Adaptations:
  • Wheelchair stations tailored to rolling and aiming tasks, maintaining participation and challenge.
• Task Adaptations:
  • Simplify jumping tasks by focusing on standing long jump or tuck jumps for some.
  • Bean bag throws from seated or standing positions depending on ability.
• Support:
  • Staff or teaching assistants to support students requiring extra help with transitions or technique cues.
• Challenge:
  • Encourage more skilled pupils to increase jump height/distance or throw for accuracy beyond basic targets.

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Assessment Opportunities

• Ongoing Formative Assessment:
  • Observe pupils’ technique during jumping and throwing; note use of take-off foot, landing safety, throwing accuracy.
  • Use questioning to assess understanding of correct techniques and safety.
• Self and Peer Assessment:
  • Post-activity reflection and self-assessment cards provide insight into pupils’ self-perception and goal setting.
• Teacher Observations:
  • Notes on engagement, effort, and cooperation during circuit rotation.

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Cross-Curricular Links

• Maths: Measuring distances jumped or bean bags thrown can link to basic units of length and counting scores.
• PSHE: Promotes teamwork, respect, and resilience in facing physical challenges.
• Science: Simple concepts of muscles used and the importance of warm-up and cool-down for body health.

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Teacher’s Notes & Tips

• Create clear visual instructions at each station to promote independence.
• Use positive reinforcement and celebrate all attempts to build physical confidence.
• Adapt the pace of rotations slightly depending on group energy and engagement levels.
• Consider using music with a steady beat during circuit for motivation and rhythm.
• Document any pupil particular success or difficulties to inform next lessons in the unit.

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This lesson empowers pupils to develop fundamental athletics skills within an inclusive, engaging circuit format that promotes lifelong physical activity habits while meeting the National Curriculum requirements.