UNIT 1: ATHLETICS
1.1 Key unit competence:
Perform jumping exercises in athletics.1.2 Prerequisite (knowledge, skills, attitudes and values)
Students of senior five will have better performance in jumping exercises in athletics
if they have developed basic techniques in jumping learned in Ordinary Level and
have performed basic physical exercises.1.3 Cross-cutting issues to be addressed
Gender
In teaching and learning process, the teacher must prepare and provide athletic
activities that engage both girls and boys equally to exploit their full potential and
talents without any discrimination or prejudice.Inclusive education
The teacher as a facilitator he/she must consider different special education needs
and select activities to adapt his teaching approaches to students. This creates a
positive attitude and helps all students to participate actively and develop their
competence levels.Financial education
The teacher should integrate Financial Education into his teaching/learning
activities by providing the local and no cost teaching material where is possible. He/
she must encourage students to make their own materials that can help them to
develop competences not only in athletics but also in their life.Standardization culture
The teacher must choose and select the standardized materials to use in his/
her teaching/learning process of athletics. It is necessary to provide appropriate
materials required to the levels of students and help them to develop culture of
checking and using the quality of sport materials for the competitions before using
them in order to prevent injuries and other accident.Environment and sustainability
The teacher should provide materials and deliver the lesson by encouraging students
to protect the environment and well use of materials. The teacher helps them to
develop the spirit of keeping safe environment they use during sport activities by
avoiding throwing wastes on the ground.Peace and values education
The teacher helps students to develop fair play and social values by avoiding
violence and conflict in the athletics competition and by setting clear and relevant
instructions. He/she should provide the activities that help students to develop their
competence peacefully.Comprehensive sexuality education
The teacher provides athletics activities and sets instructions that prevent sexual
harassment, any kind of gender-based violence like sexual abuse and physical
contacts oriented to the sexuality intention.Genocide studies
While conducting athletics exercises a teacher should take a time to explain student
show sports should be used to fight against Genocide ideology and how to prevent
it. For example, to organize Genocide memorial tournaments at school and give
the message related to the Genocide.1.4 Guidance on introductory activity
Before introducing the lesson one of this unit, you must introduce the whole unit.
The teacher as a guide, facilitator and expert, ask questions or give activity related
to athletics in order to help them to predict what to be learned in the whole unit.1.5 List of lessons/sub-heading
Lesson 1: Recall on sprints
a) Learning objectives
To develop endurance and resistance and acquire techniques of sprinting in the
phases of running before the take-off in jumping sequences.b) Teaching resources
– Baton
– Stopwatch/Watch
– Decameter
– Whistle
– Starting block,
– Cones
– Ropes
– Hurdles.
– Athletic track/
Playgroundc) Prerequisites/Revision/Introduction:
Students of senior five will perform better recall on sprint races if they can execute
basics sprint exercises learnt in year one and in ordinary level and have developed
basic motor control and movement.d) Learning activities
Opening discussions
– Ask questions to the students about sprint races and their techniques learned
in senior four.
– Let students present their findings and introduce the new lesson.
– Invite students to start warm up exercises.
Warm up exercises
– Let students perform general warm up exercises and specific warm up based
on the most body’s parts to be used while performing techniques and stretch
their muscles properly.
– Guide students while performing warm up and stretching exercises.e) Lesson bodyExercises on sprint races (100m, 200m, 400m)Task/activityStudents run a certain distance in a given time, e.g. 30m in 4 secs, 60m in 8sec,
100m in 15sec.Variation
Progressively students increase distance until 400m.
During the workout of sprinting, observe the following elements:
– Starting the sprint with short and quick strides.
– Lift the front knee high and straighten the back leg completely to deliver full
power.
– Lengthen the strides as the speed and momentum are gained.
– Students must hold his/her torso straight and vertical while accelerating.
– Pump the arms so as the hands travel from hip to lip, and keep arms close to
the sides.
– Keep the head still, but the face and neck are relaxed.
– To bend elbow at 90 degrees.
– In each hand do as if, they are lightly gripping a small object.
– Shoulders must be steady but relaxed.
Cool down exercises
– Let students do light exercises and stretch their muscles by insisting on most
used parts.
– Guide students while stretching their muscles systematically.Closing discussionsReflect
– Which challenges/benefits did you face while performing sprintingexercises?
– What went well during the workout?
– Connect
– What are conditions do you need in order to practice sprinting exercises?Apply
– What is the usefulness of sprinting race exercises?
– How will you use sprinting exercises in your daily life?Lesson 2: Long jump
a) Learning objectives
To execute long jumps using correct techniques with self-confidence and
coordination.b) Teaching resources
– Athletic track/ sand pit
– Stopwatch/Watch
– Ropes.
– Whistles
– Decameters
– Conesc) Prerequisites/Revision/Introduction
Students of senior five will perform better long jump exercise if they are able to
remember the basic skills they have acquired in jumps in ordinary level.d) Learning activities
Opening discussions
– Start by asking students questions related to techniques of approach
phase, take off phase, flight phase and landing phase while performing
long jump as they learned in Ordinary Level.
– Let students present their findings and introduce the topic of the day.
– Invite a student to start and lead the warm-up.
Warm up exercises
– Let students perform general warm up exercises and specific warm up based
on body’s parts to be used more while performing techniques and let students
stretch their muscles properly.
– Guide students while performing warm up and stretching exercises.e) Lesson body Techniques of long jump
In details, explain learner’s student show to respect the four main steps of long
jump (the approach, the take-off, the flight and the landing).• The approach phase
Request to do the following:
– They have to choose the maximum and controllable speed (it is better if it is
between 14 and 20 strides) according to the age ( -11, -13, 15, -17, over 17).
– To use number of strides to do (Even or odd number) according to the takeoff
foot.
– To stay focused and block out all distractions.
– At the beginning of the approach, drive forward like in sprints (slight body lean,
head down, high knee and arm drive, quick, powerful feet pushing back.
– As you are about reaching the take-off step, stay tall with eyes up (not looking
on the board), prepare for a vertical movement.– Let students perform approach phase individually.
Take off phase
During take-off in long jump, remind l students to do the following:
– Maximum extension through hip, knee, ankle, and toe.
– Free thigh at least parallel to the ground.
– Co-ordinate with the opposite arm.
– Chest and back straight, eyes looking ahead.
– Head not thrown back.
– Maintain speed throughout take-off.
– Foot must point forward on touchdown.
– Once these postural positions are achieved, look at the action of the take- off
leg.
– Do not allow the athlete to “stab” the ground with the take-off leg. Let students
perform take-off phase individually.
• The flight phase
Remind students to take care of the following:
– Arms should gradually drop and circulate back, upward, and over.
– Maintain a big chest and slightly upward head-tilt.
– Drive knee should also drop downward to elongate the body, further
combating forward rotation.
Let students perform flight phase individually.
Tell the students that there are two types of flight used in long jumps.• The hang flight
Description of hang flight
After the takeoff, the jumper allows the free leg to drop until it is directly under the
hips (see the image below). This long, narrow silhouette of the body causes the
least possible rotation, as both the arm and leg (hand and foot) are a maximum
distance away from the hips (the theoretical center of mass). Long levers rotate
more slowly than short levers. The free leg, which has dropped.Remind students that during the hang flight:
– No separate leg action.
– The thigh of the free leg is quickly raised to the horizontal position and
– then lowered during flight.
– The take-off leg trail behind during most of the flight.
– The arms are lifted at the same time upwards.
– The whole body is extended and slightly arched.
The hitch kick flight
Description of the hitch kick flight
Remind students that during the hitch kick flight:
– Separate leg action.
– The free leg is straightened and drawn down and to the rear after take-off.– At the same time, the take-off leg is drawn forward and upwards.
– The athlete appears to be running in midair.
Demonstrate how to use those types of flight (or a skilled may demonstrate) and let
them perform them individually on the jumping area.
Landing
Remind students to respect the following while landing:
– During preparation for the landing, the jumper is trying to get the heels as far
away from scratch line as possible.
– To reach a position where he would normally fall back into the sand in a
normal landing.
– The body remains upright, with the head looking forward.
– The arms are forced down and backward to assist the legs in the upward
motion.For weaker students and female students remind them to:
– Bring the upper body upright again before landing by pushing the arms
horizontally forward, not upwards, to avoid the legs from dropping again, and
to reduce forward rotation because sometimes the upper body will tend to
lean forward during this phase.
– Remain in this forward position until the landing is completed to avoid
backward rotation.Let students perform 3 to 5 trials by using techniques learned.
APPLICATION ACTIVITY
Individually, students perform five trials of long jump on the jumping area and
record their performance.Cool down exercises
– Let students do light exercises and stretch their muscles by insisting on most
used parts.
– Guide students while stretching their muscles systematically.Closing discussions
Reflect
– Which challenges did you face during the execution of long jump exercises? Why?
– What went well during the performance of long jump? Why?
Connect
– What conditions are necessary for a long jumper to have the bestperformance?Apply
– What is the usefulness of long jump in our daily life?
– How will you do to make better your performance in long jump after this
session?
Lesson 3: Triple jump
a) Learning objectives
To execute triple jumps using correct techniqueswith self-confidence and
coordination.b) Teaching resources
– Athletic track/ sand pit
– Stopwatch/watch
– Ropes.
– Whistles
– Cones
– Decametresc) Prerequisites/Revision/Introduction
Students of senior five will learn better triple jump exercise if they are able to
remember the basic skills they have acquired in jumps in ordinary level.d) Learning activities Opening discussions
– Start by asking students questions related to techniques of
– approach phase, take off phase, flight phase and landing phase while
– performing triple jump as they learned in Ordinary Level.
– Let students present their findings and introduce the new lesson.
– Invite student to start the warm-up.Warm up exercises
– Students in two lines jog approximately 800 meters with mild movement
exercises such as skipping, backward jogging or skipping, and lateral shuffles
mixed in periodically.
– Students perform specific warm up based on body’s parts to be used more
while performing techniques and stretch their muscles properly (dynamic
flexibility exercises, range-of-motion exercises, such as leg swings, trunk
twists, and arm circles).
– Guide them while performing warm up and stretching exercises.e) Lesson body
Start by explaining how triple jump can be performed. Demonstrate different steps of
triple jump and let students apply it individually on jumping area.Step 1: The run-up
During this step, remind students to:
– Take the speed.
– Accelerate.
– Maintain the speed to the impulse.Request them to insist on:
– Keeping the right attitude.
– Maintaining the rhythm of strides (between 10 and 20 strides).
– Taking marks of the running.
– Determining the jumper.Step 2: Impulse
During this step, remind students:
– That the impulse leg must carry out an active impulse on the take-offboard
and be ready to rebound.
– To throw the thigh of the free leg to the horizontal.
– To push forwards and upwards by the impulse leg.Step 3: The hop
During this step, remind students:
– That the hop must be long and razed to the ground.
– To throw the take-off leg forward and upward and the free leg to downward.
– To maintain straight the chest.
– To take quickly the impulse and all junctions of the ankle, knee and hip are
in extension.Step4: The step/leaping stride
During this step, remind students:
– To throw the thigh of the free leg to the horizontal.
– To push completely on the take-off leg, the shoulders and arms are high.
– To put in extension, the free leg forward and downward.Step 5: Take-off phase/ the jump
During this step, remind students:
– To take quickly the third impulse.
– To throw the thigh of the free leg to the horizontal.– That during the take-off, to jump and use one of the two techniques as like as in
long jump (the hang and the hitch kick).
– To bow forwards and downwards the torso for landing.
– To bring forwards the arms.
– To land on the landing area with the feet at the same level
APPLICATION ACTIVITY 1
Individually students perform the following exercises:
– Performing standing long jumps.
– Performing three consecutive double-leg hops.
– Performing standing triple jumps (a right-left or left-right bounding sequence).
– Performing double-double (a right-right-left-left or left-left- right-right bounding
sequence).APPLICATION ACTIVITY 2
Individually students perform the following exercises:
– Performing three rights (a right-right-right bounding sequence).
– Performing three lefts (a left-left-left bounding sequence).
– Performing double-double (a right-right-left-left bounding sequence).
– Performing double-double (a left-left-right-right bounding sequence).
– Alternates (a left-right-left-right bounding sequence).
– Alternates (a right-left-right-left bounding sequence).APPLICATION ACTIVITY 3
Individually, students perform five trials of triple jump on the jumping area and
record their performance.Cool down exercises
– Let students do light exercises and stretch their group of muscles by insisting
on most used parts.
– Guide students while stretching their muscles systematically.Closing discussions
• Reflect
– Which challenges did you face during the execution of the triple jump
exercises? Why?
– What went well during the performance of the triple jump? Why?
• Connect
– What conditions are necessary for a triple jumper to have the best
performance?
• Apply
– How are you going to use triple jump in your daily life??
– How will you do to make better your performance in long jump after this
session?Lesson 4: High jump
a) Learning objectives
To execute different high jumps using correct techniques with self-confidence and
coordination.
b) Teaching resources/materials
– Athletic track/ high jump pit.
– High jump posts/standards.
– Elastic/rope/or standards crossbar.
– Athletic tape.
– Mat to be used for landing on while jumping.– Watchc) Prerequisites/Revision/Introduction
Students of senior five will learn better high jumps if they are able to remember
the basic skills they have acquired in ordinary level.d) Learning activities
Opening discussions
– Ask students questions about the types of techniques to cross the bar they
have learned in ordinary level.
– Ask the students the question about landing technique they have learned
in ordinary level.
– Let students present their findings and introduce the new lesson.
– Invite students to start the warm-up.Warm up exercises
– A warm-up jog of approximately 200 meters with mild movement exercises
such as skipping, backward jogging or skipping, and lateral shuffles mixed in
periodically.
– Side shuffle on 100 m, backward run on 50m, walking arm circles and shoulders
rotation on 50m, striding arm rotations (forward and backward) on 100m, head
circles, trunk rotations, hip circles, lower leg circles, ankle rotations on 100 m,
heel walks (inward, outward, inversion, eversion), leg swings front and side on
100m.
– Guide them while performing warm up and stretching exercises students.e) Lesson body
Explain to the students that in comparison with the previous jumps (long and triple
jumps) high jump is characterized by:
– The run-up speed will be smaller and uniformly accelerated.
– The length of the run-up will be shorter so as not to tire the jumper and
remove his/her concentration.
– The impulse/take-off is directed upwards and forwards. It will be complete
and in line with run-up race.
– The crossing bar is in three types namely: Simple scissor, Belly roll, Back roll
or/FOSBURY FLOP.The scissor technique
Tell students that s c i s s o r technique has an advantage of being simple, very
easy and natural.Explain to students that:
– For an impulse done by the left foot, the run-up comes from the right side.
– For an impulse done by the right foot, the run-up comes from the left side.
– The angle made by the runway and the bar is almost closed (50 to 100).Remind students to:
– Throw upwards the free leg stretched and the trunk above the bar.
– Make the impulse in growing by the rise of the shoulders and hips.
– Lower the free leg for crossing the bar by the impulse leg.
– Land on the pelvis and back.
Let students perform scissors jump individually on the jumping area.
Belly roll technique
On a line drawn on the ground, students will make three strides in walking and
then in gradual acceleration, jump in making a half turn in landing:
– On his/her free leg and steady leg.
– On his/her free leg and opening the knee of the impulse leg.
– To do the same exercise in crossing a rope placed at 40 to 50 cm from the
ground.Remind students:
– That the angle made by the runway and the bar is more or less open (200
to 500 ).
– To throw the attack leg and attack over the crossbar.
– To roll around the crossbar with the same leg and the trunk, to return the hip
and attack leg.
– To gradually raise the knee high of the attack leg pointed up.
– To completely push on the impulse leg for a total extension.
– To place the free hip as high as possible above the impulse leg and at the
height of the elastic rope/or the crossbar.
– To place the shoulder above the support of the same leg.
– To topple over the basin by lowering the free leg to the landing area and
raising the impulse leg.
– To rotate around the crossbar and dive on the landing area.
– To land on the back.Tell students that the Belly rolling has some advantages such as:
– The jumper can see the crossbar.
– The impulse is done towards the center of the crossbar.
– The landing is done on the center of the landing area.Let students perform belly roll jump individually on the jumping area.FOSBURY flop technique or back roll techniqueTell to the students that unlike other techniques for the crossing the bar, the run-up
of the back roll technique comprises a race in a straight line and a race in curved
line.
– The part, we must run with straightened bust and increase the speed of the
run-up with the long and powerful strides.
– On the curved line of the run-up, the jumper must bow the body axis
– inside of the curve. It takes between four and five steps.
– The race of the run-up must increase its speed by making powerful strides.
– The last stride is less short than others.Points to check out while applying back roll jump
• The impulse
Remind students that the concept of take-off depends to:
– The pushing by the impulse leg.
– The action of the free leg.
– The lifting of the shoulders and the arms action.The impulse foot must be actively and quickly put on the ground. It should not
be parallel to the edge of the landing area, but the tiptoe is oriented to the opposite
side to landing area. The ankle, knee and hip are in extension.• The action of the free leg
To raise quickly the high of the free leg to the horizontal and at the opposite side of
the landing area of for allowing a gradual rotation of the pelvis and bust.• The arms action
To raise the shoulders and arms at the height of the jumper head and maintain them
in this position. The inside arm will be thrown faster and higher to fix the pelvis and
bust (the attack arm firstly pass above the crossbar).• Crossing the bar
– To topple over the pelvis upward and forward, trunk-thigh angle open.
– The legs are dangling and relaxed.– The legs are extended over the basin.
– The lumbar spine is arched.
– The spine is in extension with motion of the head backward.
– The dodging of the legs by the legs flexion on the trunk and leg extension
– on the thighs.• The landing
– Enter the head to the chest and extend the legs.
– To land on the back keeping the knees opened and avoiding any rotation
back.Let students perform back roll jump individually on the jumping area.
APPLICATION ACTIVITY
With different height, individually students perform scissors , belly roll and back
roll techniques.Cool down exercises
– Let students do light exercises and stretch their group of muscles by insisting
on most used parts.
– Guide students while stretching their muscles systematically.Closing discussions
• Reflect
– Which challenges did you face during the execution of the high jump
exercises? Why?
– What style of the three high jumping technique is the best to use in
competition? Why?
– What went well during the performance of the high jump? Why?• Connect
– What conditions are necessary for a high jumper to have the best
performance?• Apply
– How are you going to use jumps in your daily life?
– How will you do to make better your performance in high jump after this
session?1.6. Summary of the unit
• Long Jump
Long jumpers sprint along a narrow track toward a line, which the athlete cannot
step over. Good long jumpers can time their runs with precision and step as close
to the back edge of the line without going over as they jump and propel themselves
forward into a sandbox.• Triple Jump
Much like the long jump, the triple jump begins along a narrow track. The athlete
must sprint toward three designated zones that are marked by lines before jumping
for distance. The jumper must touch down with one foot in eachzone before launching
for distance into the sandbox. The jumping sequence is referred to as the hop, step
and jump phase.• High Jump
The high jump requires athletes to run and jump over a raised bar. High jumping
techniques can vary but typically involve the belly roll, the Fosbury Flop or back roll
and the simple scissor.1.7. Additional information for teachers
General methodological steps for teaching and learning long jumps Step 1
– Students must be familiar with the approach run especial with the last two
strides and the maximum number of strides everyone needs to take before
the take-off.
– Everyone will have to mark his/her starting point, which must not be the same
for every student.
– Deciding which foot they will take-off (dominant foot) requires many repetitions
in order to get familiar with it. In this regards as a teacher you need to offer
many trials to each student, to help them to recognize and get familiar with their
dominant foot (take-off foot) which is very crucial in long jumping technique.Step 2
The students must have many trails in order to get familiar with the take-off especially
mastering the last two-step and the hitting of the take-off board. Here as a teacher
put an emphasis on the mastering of the take-off leg and the free leg.Step 3
Getting familiar with keeping the balance during the flight phase. At this step, they
need to master keeping the centre of gravity in the correct position above the legs
during the flight.Step 4
Students need to be familiar with the landing technique. Emphasis must be put in
teaching how not to fall back and touch behind the original mark made by the feet.
Here students need to do many repetitions.Except for the exceptions regarding the nature of the jump, and the take-off the
wind speed, the long jump regulations apply also to the triple jump.
Rules and regulations for jumps
Long jump regulations• Runway
The minimum length of the runway shall be 40m measured from the relevant take-
off line/take-off board to the end of the runway. It shall have a width of 1.22 m.
• The take-off boardThe take-off board shall measure 1.22 m long, 20 cm wide and 10 cm deep. It shall
be placed between 1m and 3m (for long jump) and 11m and 13m (for triple jump)
from the nearer end of the landing area.
• The landing area
The landing area shall have a minimum width of 2.75m and maximum width of 3m.
The length shall have a minimum of 7m and a maximum of 9 m.
• Trials
In field events, except high jump and the pole vault, when there are more than eight
athletes, each athlete shall be allowed three trials and the eight athletes with the
best valid performances shall be allowed three additional trials.• Delay
If the time allowed elapses once, an athlete has started his/her trial, that trial should
not be disallowed. The following time should not normally exceed 1 minute for all
events.• Ties
To resolve the tie, the second best performance of the athlete shall be considered. If
necessary, the third best. If the remains and concerns first place, the athletes having
achieved the same results will compete again in the same order in a new trial until
the tie is resolved.• Cases of trials annulation
A trial is failed if the athlete:
– Touches the ground beyond the take-off line with any part of his/her body,
whether running up without jumping or in the act of jumping.
– Takes off from outside either end of the board, whether beyond or before the
extension of the take-off line.
– Touches the ground between the take-off line and the landing area.
– Employ any form of somersaulting while running up or in the act of jumping.
– In the course of landing, he/she touches the ground outside the pit closer to
the take-off line than the nearest break made in sand.– In leaving the landing area, his/her first contact with the ground outside the
landing area is closer to the take-off line than the nearest break mad in the
sand on landing.
– Does not respect the order of the triple jump that consists of a hop, a step and
a jump.• Measures
All jumps shall be measured from the nearest break in the landing area made by any
part of the body to the take-off or the take-off extended. The measurement shall be
taken perpendicular to the take-off line of its extension. Distance is measured by
the part of the body that contacts the pit closest to the take-off line; not the first part
of the body that hits the sand. In other words, if the feet hit first, in front of the body,
then the hand touches the pit behind the body, the distance will be marked at the
point the hand hits. No matter which flight style is used, one must be sure to land
feet first, with the feet stretched as far in front of the body as possible without any
other part of the body touching the pit behind the original mark.
High jump regulations• Competing order
The athletes shall compete in order drawn by a lot. If there is a qualifying order
round, there shall be a fresh drawing of lot for the final.• Trials
Each athlete shall be allowed three trials at each height.• Delay
The time should not exceed normally 1 minute for starting jumping process.• Cases of trial annulation
A trial is failed if:
– The athlete does not take off from one foot.
– After the jump, the bar does not remain on the supports because of the
action of an athlete while jumping.
– The athlete touches the ground including the landing area beyond theplane
of the nearer edge of the uprights (between or outside them).• Measurement
All measurements shall be made perpendicularly from the ground to the lowest part
of the upper side of the bar and shall be measured in whole centimeters.• Ties
In case athletes tied, the following regulations should be applied:
– The athlete with the lowest number of jumps at the height at which the tie
occurs shall be awarded the higher place.
– If the tie remains, the athlete with the lowest total of failures throughout the
completion up to and including the height last cleared shall be awarded the
higher place.
– If the tie still remains and concerns the first place, the athletes tying have one
more jump at the lowest height at which any of those involved in the tie have
lost their right to continue jumping, and if no decision is reached, the bar shall
be raised or lowered of 2 cm and so on.
– If it concerns any other place, the athletes shall be awarded the same place
in the competition.
1.8. End unit assessment
– Set long jumps exercises for students and observe the compliance to the
correct techniques. Take measurement for three trials for each students.
– Set triple jumps exercises for students and observe the respect of correct
technique of triple jump. Take measurement for three trials for each student.
– Set high jumps exercise for the students and observe that they respect the
correct technique of executing high jumps. Take measurement for three trials
for each student.
– Give feedback for each student based on his/her performance.1.9. Additional activities
1.9.1. Remedial activities
Students perform long jump individually by respecting different steps of long jump.1.9.2. Extended activities
– With the support of the school, organize a kind of competition of jumping (long,
high and triple jump) and let students participate in that competition.
– Request students to participate in different athletics competitions (different
jumps) at the school level, sector level, district level and national level.