Year 8 Physical Education
| Physical Education | |||
| Topic | Sports Hall Athletics | ||
| No of lessons | 6-8 | ||
| When is it happening | Term 1 Year 8 | ||
| What will students learn | Students must refine these techniques and now they are older, execute these with greater skill related fitness during the SHA events. Students will then look at developing more complex techniques e.g. how to turn correctly on the turning board, accelerating the run before baton changeover. Students will learn how to independently carry out skill related fitness tests and also learn how skill related fitness can be improved through interval and circuit training. | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | Students will develop knowledge on more complex techniques and tactics that are used in SHA e.g. the changeover zones, turning efficiently on the turning board, shuffle technique for shot putt. Students will develop knowledge on two training methods that improve skill related fitness components: interval and circuit training. | |
| This is knowledge that students may have met before but will need to deepen their understanding | The six skill related fitness components (agility, balance, coordination, reaction time, power, speed), appropriate tests for these components, protocols when conducting the tests, techniques in each athletic event to be successful e.g. the importance of arms, legs and head during sprint technique, strategies to apply to overcome an opponent e.g. downward/upward sweep during relay changeover, how to start a track event, rules of each event, how an event is timed / measured. Students will have knowledge of the impact of fitness on performance, knowledge of how to conduct fitness tests and record results, analyse results against national norms, evaluate own fitness, experience of athletics competitions from Y7 and watching larger sporting events such as Olympics/Commonwealth Games. | ||
| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic | Students will take part in familiar events but the techniques and tactics are more complex this time e.g. being able to turn efficiently on the turning board without affecting speed. Students will be able to set up and conduct the fitness test independently. They will develop their skill related fitness by participating in interval and circuit training. | |
| This is skills that students may have met before but will need to develop | To carry out skill related fitness tests following the correct protocols, practice techniques/strategies required for a variety of sports hall athletics events (2lap/4 width race, long jump, triple jump, vertical jump, speed bounce, shotput, relay, hurdle | ||
| Key vocabulary that students should know and understand |
Interval training, efficiently, shuffle, changeover zone, Newton's (third) law of motion), force, retrieval agility, coordination, reaction time, generate, paarlauf, exert, personal best, speed endurance (4 lap/8 width race), stimulus, air resistance, acceleration, gravity, leg, protocol, fitness, performance, balance, power, speed. |
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| The Big Question | Does good skill related fitness affect performance in Sports Hall Athletics events? | ||
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Key questions that students should be able to answer at the end of the 'Topic'
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What is a skill? | ||
| How is speed generated through the sprint technique? | |||
| Why is agility and reaction time important during the relay? | |||
| Which two elements are needed to produce power? | |||
| What is a biathlon/tri/quad/pent etc? | |||
| Which is more important: coordination / power when throwing the shot put? | |||
| How is skill related fitness improved so that performance can be better? | |||
| Why is fitness testing important? | |||
| How can you turn efficiently on the board / around the cone without losing speed? | |||
| Why does the next runner in the relay begin their leg before they have received the baton? | |||
| How is power generated in the long jump / vertical jump? | |||
| Does the shuffle technique make the shot putt go further? Why? | |||