Unit: Track and Field Mastery

Lesson 8 of 8
Duration: 60 minutes
Class Size: 30 students
Age Group: Year 7-9 (ages 11-14)
Subject: Physical Education
National Curriculum Reference:

• KS3 Physical Education Programme of Study:
  • Pupils should be taught to develop competence, control and fluency in a range of physical activities and apply these in different contexts.
  • Pupils should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
  • Pupils should develop an understanding of the importance of tactics, strategies and composition when performing.
  • Pupils should demonstrate effective communication and collaboration in team activities.
• Focus on athletics – specifically running, relay changeovers, and teamwork.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Perform a dynamic warm-up routine effectively, preparing the body for high-intensity activity (National Curriculum: Health and fitness, physical preparation).
2. Demonstrate and execute advanced baton passing techniques using both the 'visual' (looking at baton) and 'non-visual' (looking forward) methods with accuracy and timing (National Curriculum: Athletics specific skills).
3. Apply effective communication and teamwork to complete a relay race using advanced baton exchange strategies (National Curriculum: Tactical awareness and collaboration).
4. Evaluate their own and team performance to identify areas of strength and improvement (National Curriculum: Self-assessment and reflective practice).

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Success Criteria

• Students complete the dynamic warm-up with proper technique, showing increased heart rate and readiness for activity.
• Teams perform baton exchanges cleanly within the exchange zones without dropping the baton.
• Teams demonstrate smooth and well-timed baton passes using advanced techniques (e.g., upsweep, downsweep, push pass).
• Teams complete the relay race under competitive conditions while communicating effectively.
• Students provide constructive feedback on their performance and set targets for improvement.

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Equipment

• Batons (minimum of 6, ideally 10 to accommodate all teams with spares)
• Cones to mark exchange zones and start/finish lines
• Stopwatch (for timing races)
• Whistles for teacher signalling
• Marker tape for lane demarcation if on a field or hard court

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Lesson Structure

1. Starter / Dynamic Warm-Up (15 minutes)

Purpose: To prepare students physiologically and psychologically for intense sprinting and relay activity.

• Whole class activity:
  • Begin with a teacher-led whole-body dynamic warm-up incorporating movements used in track and field, focusing on mobility and activation:
    • Jogging laps (2 minutes)
    • Dynamic stretches: leg swings, arm circles, hip openers (6 minutes)
    • Movement drills: high knees, butt kicks, strides, and lunges with twists (7 minutes)
• Teacher notes: Monitor form closely, give clear, direct feedback to ensure safety and correct technique. Insist on stern focus – no slouching or chatting during warm-up.

Differentiation:

• Less confident/motor coordination learners receive simplified movements or reduced intensity warm-up with one-on-one guidance.
• Advanced learners perform a short set of additional plyometric drills (e.g., bounding, skipping) to increase explosive power.

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2. Teaching Advanced Baton Passing Techniques (15 minutes)

Teacher Demonstration & Explanation

• Briefly review basic handover rules and exchange zone rules as per UK athletics standards (20m exchange zone).
• Demonstrate both baton passing styles:
  • Visual handover: Receiver looks back at baton during pass (typically 1st leg to 2nd leg).
  • Non-visual (blind) handover: Receiver extends hand backwards without looking, increasing speed and flow (used in later legs).
• Breakdown of advanced baton grips: upsweep, downsweep, and push pass techniques. Discuss pros/cons of each.

Student Practice (in pairs):

• Practice each handover style slowly in pairs along a marked lane (5m distance).
• Focus on timing verbal cues (“Hand!”), hand position, and smoothness.
• Rotate roles between runner and receiver.

Differentiation:

• Physical impairments or coordination challenges: Use larger exchange zones and slower speeds; teacher or TA to provide close support.
• Students with high skill levels coached to practice perfecting baton acceleration into the exchange zone and synchronising handoff timing.

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3. Relay Race Practice: Team Competition (25 minutes)

Organisation: Divide class into 6 teams of 5 (allowing rotation). Each team runs a 4 x 100m relay (or suitably scaled depending on space). The extra member manages warm-ups, supports teammates, or rotates in during breaks.

• Stage 1: 2 practice relay runs focusing on neat baton exchanges and communication with feedback from peers and teacher.
• Stage 2: Competitive relay heats with time recording. Teams encouraged to shout clear handoff calls and execute seamless baton passes using advanced techniques they have practised.

Teacher Role:

• Stopwatch races.
• Positive but firm corrections on dropped batons or unsafe passing technique.
• Encourage stern discipline to avoid crowding, pushing, or shouting beyond communication calls.
• Reinforce the importance of tactical awareness (e.g., positioning incoming runner’s hand correctly, acceleration strategies).

Differentiation:

• Students less confident in speed work may run shorter legs (e.g., 50m) but participate fully in communication and baton handling practice.
• Advanced groups challenged to time their acceleration and baton hold for optimal race efficiency, encouraged to experiment with exchange zone adjustments.

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4. Cool Down and Reflection (5 minutes)

• Gentle jogging followed by static stretching focused on hamstrings, quadriceps, calves, shoulders and wrists.
• Group discussion/reflection: Ask students to articulate key takeaways about successful baton passing and teamwork.
• Encourage peer feedback phrase example: “I noticed your handoff was quick when you…” or “Next time, try calling earlier so…”

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Assessment & Feedback

• Continuous assessment of individual and team technique during practice and races.
• Peer assessment incorporated: Each team member gives specific feedback on baton exchanges via a quick checklist (e.g., Timing, Communication, Smoothness).
• Teacher provides direct verbal feedback with clear next steps – e.g. “Work on looking forward during the non-visual pass,” or “Improve timing your acceleration into the zone.”
• Success logged via a rubric aligned to national expectations for athletics skills at KS3.

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Extension Activities

• Advanced learners create their own relay change strategies including staggered starts or split lanes and test outcomes.
• Students film baton exchanges and review video footage for self and peer critique.
• Introduce competitive variations such as mixed relay teams or obstacle relay to challenge coordination and strategy.

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Behaviour & Classroom Management Notes

• P.E. lessons must be conducted with firm expectations on focus and respect for all participants.
• Teachers to maintain clear commands (“Quiet on track!” “Ready, Set, Go!”) with consistent enforcement of boundaries around safe spaces and conduct.
• Late or disorganised students must complete a brief physical task (e.g., 5 star jumps) to regain readiness and respect.

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Summary

This 60-minute lesson consolidates the entire track and field unit with specialist skills in baton handling and relay racing. It is tightly aligned to the KS3 National Curriculum PE requirements with a strong emphasis on skill acquisition, teamwork, communication, and physical literacy—delivered through structured, clear, and progressive practice and competition. Differentiation and extension opportunities ensure accessibility while challenging all learners appropriately.