HES39001 Dr. Farrell 15 February 2008 Unit Plan: Running, Track & Triathlon

Transcription

1 HES39001 Dr. Farrell 15 February 2008 Unit Plan: Running, Track & Triathlon I. Background Information 1. Running/Track/Triathlon th Grade Students II. Introduction 1. Running can easily be described as the fastest way for a human being to move on foot. For the use of sport, running is a gait, where at one point both feet are off the ground. Running can be used for both aerobic and anaerobic activities. Running is a process that involves the entire body. Because of this, every one runs differently, with common characteristics of their running form. The lower body motion of running can be broken down into support, drive, and recovery. Each leg uses these three phases. Support and drive take place while the foot is on the ground. Recovery takes place when the foot is in the air. Since running involves one foot being on the ground, one foot goes through support and drive, while the opposite leg is in recovery. Briefly, while the runner is leaping through the air, both legs are in recovery. This is what separates running from walking. Multiple elements of good running technique include upright posture, a slight forward lean, and stride length. Due to consistent pounding when running, one may be susceptible to various common running injuries such as runners knee, shin splints, pulled muscles, IT band syndrome, plantar fasciitis, and stress fractures. Running became a new fad during the 1960 s and 1970 s as jogging, a slower form of running, became popularized. The global nature of running is very prominent, as it exists in most sports, including soccer, football, baseball, basketball, tennis, cross country, and track and field, to name a few. Many young adults turn to running while entering college as a way to stay fit, as they no longer may participate in varsity sports. Running is a simple lifetime activity that most people would enjoy, and should be included in high school curriculums. 2. Track is the half of track and field that deals with the running events on the track. One of the oldest sports in world history, the only event that took place at the first Olympics in 776 B.C. was a stadium-length foot race around the stadium. In the 1896 Olympics, the first modern Olympics, track events were included, and have been the backbone for the games ever since. The IAAF (International Association of Athletics Federation) is the international governing body of track and field and hosts the indoor and outdoor track championship meets. In America, the AAU (Amateur Athletic Union) was in charge of track and field until it was disbanded in the 1970 s, and the USATF (United States of America Track and Field) was formed. Multiple track clubs exist around the Untied States, allowing for lifetime participation in track events for all ages. There are two season of track

2 and field: Indoor and Outdoor. Track events typically take place on a 400-meter track outdoors, and a 200-meter track indoors. No event can connect the world like the Olympics. With each country being represented, the world is brought together for friendly athletic competition, with mostly track events as a medium. Track should be included in high school activities because track events have such a world wide effect through competitions such as the Olympics, but also so when students watch the Olympics, they better understand what the athletes are doing while competing. 3. A triathlon competition is an endurance event that combines swimming, cycling, and running, over various distances. The stages are placed in back-toback, and timing includes the transitions from each stage to another. The origin of the triathlon takes place in France in The event, called Les Trois Sports, included a 3 km run, a 12 km bike ride, and a crossing of the Marne Channel. In America, triathlons were used as offbeat training exercises for runners. In 1974, the first American triathlon took place in San Diego with 42 participants, all of which specialized in running, cycling, or swimming. Triathlons of various distances are used to allow for more participants in the events. However, the Ironman triathlon, by far the most popular triathlon, uses distances of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run (marathon), and takes place in Hawaii. The Olympics infused the triathlon into its list of events where the distances were a 1.5-km swim, a 40-km bike ride, and a 10-km run. Triathletes tend to be very fit, as all three stages are cardiovascular exercises. Many people enter triathlons as a goal event to personally achieve and finish. Triathlons should be introduced in high schools, because they would broaden the horizons of what students could do if they are looking to stay in shape, or assess their physical progress. III. Terminal Objectives/Unit Goals a. Terminal Objective: At the end of this unit, students will be able to understand the concepts of running, along with the rules of various track events and triathlons. Building from this base knowledge, students will be able to use skills they have learned in practical settings. Furthermore, students will become knowledgeable spectators, as well as participants in these lifetime activities. b. Unit Goals: i. Domains 1. Cognitive = 40% 2. Psychomotor = 25% 3. Affective = 10% 4. Social = 25%

3 ii. Goals 1. Cognitive: Students will be able to fully understand the athletic events taught in this unit, and be able to apply this knowledge in the practical settings. a. Concept knowledge will be a main focal point b. Knowledge of rules will be a main focal point c. Students must understand the practicality of proper running, swimming, and cycling form. d. NASPE Standard 2 e. NJCCCS: Standard Psychomotor: Students will be able to understand and apply their knowledge of the various movements and skills taught in this unit, in practical settings. Students must also improve upon their cardiovascular fitness and strength. Speed and endurance will also be important throughout this unit and should improve over the course of the unit. a. Proper running, swimming, and cycling form must be demonstrated from the students b. The students must demonstrate correct body positioning and grip for baton manipulation. c. Students must demonstrate proper hurdle form and technique. d. The students must show improved general fitness e. NASPE: Standard 1 & 2 f. NJCCCS: Standard & Affective: Students will appreciate and enjoy the activities they ve learned and will continue to participate and watch these activities for the rest of their lives. a. Sportsmanship will be a main focal point b. Value and work ethic will be a main focal point c. NASPE: Standard 4 & 6 d. NJCCCS: Standard Social: Students will be able to work by themselves, or in small groups. They will also be able to perform tasks and activities with other students, throughout the unit. a. Exceptional communication with other students must be exhibited.

4 b. Improvement through peer and self-evaluation will be used in this unit c. Social skills will be developed through interaction with other students in the settings of our class d. NASPE Standard 5 e. NJCCCS: Standard IV. Differing Abilities/Differentiated Instruction 1. Hearing Impaired: A student who is hearing impaired will always be placed in a starting location near the instructor. Upon being in situations where the student may not be directly with the teacher, he or she will have complete understanding of the activity s instructions along with having a classmate nearby as an aide if needed. 2. Asthma: A student who has asthma or exercise-induced asthma will be monitored very closely in class. If the student uses medication for acute problems, such as an inhaler, then it will be made sure that the medication would be immediately available to him or her if needed. The student will be asked that if they feel they are having trouble breathing, to alert the teacher immediately. Because most asthma episodes can be prevented, an effort will be made to place the student in dust-free and pollen-free environments. Research has shown that swimming is a great activity for those with asthma, and regular exercise should also improve exercise capacity of the individual with asthma. V. Skills 1. Track i. Running Mechanics #9 1. Distance Running Form #1, #2, #5, #12 2. Sprinting Form #2, #3, #4, #5, #6, #7, #8 ii. Relay Skills #9 1. Baton Handling #4, #5, #6, #7, #8 2. Baton Exchange a. Open Exchange #5, #8 b. Blind Exchange #6, #7, #8 iii. Hurdling 1. Hurdling Form #10, # Step #11 2. Triathlon #20 i. Swimming 1. Swimming Form a. Freestyle #13, #14 b. Breaststroke #13, #14 c. Modified Endurance Form #15 2. Breathing #16

5 ii. Cycling 1. Cycling Form #17 2. Gear Changing #18 iii. Stage Transitions #19 VI. Rules/Guidelines 1. Track i. Track Layout/Dimensions 1. Different Lengths #1 a. 440 Yards or 400 Meters b. Indoor Track 2. Angle of Curvature #1 3. Surface Type #1 a. Cinder b. Asphalt c. Rubber d. Synthetic Latex Rubber e. Mondo 4. Turn Type #1 a. Banked b. Flat 5. Number of Lanes #2 a. Staggered Starts #3 b. Curved Start #3 ii. Equipment 1. Footwear 2. Batons 3. Stopwatch iii. Relays 1. Exchange Zones #4 2. 4x100 Meter Relay #7 a. Modified Exchange Zones b. Blind Exchange c. Run in lanes d. go lines 3. 4x400 Meter Relay #8 a. 2-3 Turn Staggered b. Modified Exchange c. Blind or Open Exchange 4. Medleys #9 a. Sprint Medley i. Both types of Exchanges ii. Legs: 200m, 200m, 400m, 800m b. Distance Medley i. Open Exchanges only ii. Legs: 1200m, 400m, 800m, 1600m

6 iv. Hurdling 1. Hurdle Specifications a. Height #10 i. Male ii. Female iii. Type of Race b. # of Hurdles c. Distance Between Hurdles v. Endurance Running 1. Event Types #12 a meters, 1600 meters, 1 Mile i. Differences in laps b. 2 Mile, 3200 meter c. 5,000 Meter vi. Etiquette 1. Staying in Lanes #5 2. Spacial Awareness #6 a. Avoiding cut-offs b. Elbowing/Spiking 3. Exchange Zone: #5 a. Bumper b. Right of way 4. Baton Handling 2. Triathlon i. Types of Triathlon #13 1. Ironman (Full) 2. Novice 3. Olympic style 4. Age/Gender Specific ii. Equipment #15 1. Proper Attire 2. Goggles 3. Footwear 4. Bicycle 5. Helmet 6. Watch 7. Water bottle iii. Stages 1. Swimming a. Distances #14 b. Rules #14 i. Drafting ii. Accepted Equipment iii. Sighting 2. Cycling a. Distances #17

7 VII. b. Rules #18 i. Accepted Equipment ii. Individual Racing Rule (No drafting) 3. Running a. Distances #19 b. Rules #19 iv. Transitions #19 v. Timing 1. Overall timing 2. Splits of each stage (when they begin, when they end) vi. Etiquette #16 1. Spacial Awareness a. Cut-offs b. Drafting 2. Littering 3. Rack Space 4. Being Informed Strategies 1. Track i. Sprinting 1. Drafting #3 2. Passing Positions #2 3. Kicking #2 ii. Distance Running 1. Pacing #1 2. Split Running #12 3. Drafting #3 4. Kicking #2 iii. Relays 1. Ways to Handle a Baton #4 2. Placement of Runners in a Relay #7 3. Blind vs. Open Exchanges #5 4. Placement of go lines #6 5. Importance of different legs #8, #9 iv. Hurdling 1. 3 step vs. 4 step technique #11 2. Hitting hurdles #10 2. Triathlon #20 i. Swimming 1. Drafting #14 2. Stroke Type #13 3. Breathing Patterns #16 4. Intensity #15 5. Equipment #15 ii. Biking 1. Drafting #17

8 VIII. 2. Cadence #18 3. Gear Choice #18 4. Equipment #17 iii. Running 1. Pacing #1 2. Choosing Equipment a. Shoe Choice b. Clothing 3. Walking iv. Stage Transitions #19 1. Water to Bike 2. Bike to Running Fitness 1. Track i. Sprinting 1. Anaerobic Skill 2. Muscle Fiber Type a. Primarily Fast Twich (Type II) 3. Training (FITT Principle) a. Frequency i. 3-5x per week b. Intensity i. Cardio % of HR Max ii. Resistance Training: 1. Higher Weight Lower Rep c. Type i. Cardio 1. Shorter & Faster Interval Workouts 2. Specific to Event ii. Resistance Training 1. Full Body Training (Upper & Lower Body) 2. Weight Training a. Leg Lifts b. Squats c. Power Cleans d. Bench-press e. Curls f. Core Exercises d. Time i. Cardio min. 2. Increase as fitness level increases ii. Resistance Training min max. per session 2. *Proper Rest

9 IX. ii. Distance Running (Endurance) 1. Aerobic Skill 2. Muscle Fiber Type a. Slow Twitch (Type I) 3. Training (FITT Principle) a. Frequency i. 3-5x per week ii. Progress to 6x per week b. Intensity i. Cardio % of HR Max 2. Avoiding junk miles a term coined to describe a runner not progressing fast enough, running at an intensity that will provide no benefit. ii. Resistance Training 1. Lower Weight Higher Repetition 2. Strengthening of Slow Twitch Muscle c. Type i. Cardio 1. Longer intervals with shorter rest 2. Tempo workouts 3. Thresholds ii. Resistance Training 1. Full Body Training 2. Focus mostly on core strength d. Time i. Cardio 1. Beginners: min 2. Progress to min ii. Resistance Training min max. per session 2. Triathlon i. Aerobic based Activity ii. Muscle Fiber Type 1. Slow Twitch (Type I) iii. Training 1. Training follows the same FITT principle as Endurance or Distance running. Frequency, Intensity, Type and Time are all the same. Type would only be modified to fit in the water training, and on the bike. Skills/Drills/Activities & Games 1. Track i. Sprint Form 1. Cue Demonstration #2,#3 2. Individual Practice #2, #3

10 3. Peer Assessment #2 4. Teacher Assessment #3 ii. Distance Form 1. Cue Demonstration #1, #12 2. Partner Mirroring #1 iii. Hurdling Form 1. Cue Demonstration #10 2. Individual Practicing #10,#11 3. Peer Assessment 4. 4 step technique individual practice #11 a. Self assessment 5. 3 step technique individual practice #11 a. Self assessment iv. Baton Handling 1. Demonstration #4 2. Individual Practice #4 3. Group Practice #4 v. Open Exchanges 1. Cue Demonstration #5 2. Partner Practicing #5 3. Group Assessment #5 a. 3 students to a group, two performing the skill, and one assessing the performers, rotating until all 3 students have been assessed vi. Blind Exchanges 1. Cue Demonstration #6 2. Partner Practice #6 3. Group Assessment #6 a. 3 students to a group, two performing the skill, and one assessing the performers, rotating until all 3 students have been assessed 4. Self Assessment #6 a. Preferred type of exchange vii. Games/Events 1. Straights and Curves #2, #4 a. Students go to the track and complete four laps of jogging the curves using proper distance running technique and striding the straights of the track. Striding means to run using proper sprinting technique to run at a quicker than normal pace, going anywhere from % of top speed. The focus of a stride is to focus on proper mechanics rather than speed. 2. Shuttle Run #3, #10, #11 a. Students get in groups of 4, two line up at the one hundred meter start, and two at the finish. The first runner will run

11 using proper sprinting form for 100 meters to his group at the finish. When he/she crosses the finish, a runner from that group will then do the same, sprinting the opposite way towards the start. This continues until all 4 runners have gone. Students are to run as fast as they can while keeping good form, as determined by the teacher. b. Can be adapted for the hurdle lesson, placing hurdles at a modified height for safety, going in opposite directions for the runners. 3. Visualize the Zone #5 a. Students get in groups of two and move to any of the four exchange zones on the track. Once they have a free lane in the exchange zone, the students perform exchanges; only the person receiving the baton cannot look down at the track. He or she may look only to find where the exchange zone starts, but cannot look down once the runner handing off begins. The goal is to perform 3 hand-offs inside the exchange zone without looking. Three consecutive exchanges inside the exchange zone without looking shows that the students know how big the zone is, and can now focus on technique rather than where they are. b. Can be used for open or blind exchanges 4. 4x100 Meter Relay #7 a. Students will be divided into teams of 4 by the teacher (based on ability, in attempt to make even relay teams). Each team will be assigned a lane, and students can decide on their own who runs each leg. One team of 4 will be the officials for each race, with a student at each exchange zone, making sure there are no disqualifications. The goal of the race is to run a disqualification free race. 5. 4x400 Meter Relay #8 a. Students will be divided into teams of by the teacher (based on ability, in attempt to make even relay teams). Each team will be assigned a lane, and students can decide on their own who runs each leg. The race will be a two turn staggered event, so only the first leg will have to stay in their lane. One team of 4 will be the officials for each race, with a student at the exchange zone, the 200 meter mark, and two at the finish line making sure there are no disqualifications. The goal of the race is to run a disqualification free race. b. Students can decide which type of exchange they will use, depending on what they are most comfortable with. 6. Modified Sprint Medley Relay #9 a. Students will be divided into teams of by the teacher (based on ability, in attempt to make even relay teams). Each team

12 will be assigned a lane, and students can decide on their own who runs each leg. The legs will go as follows: 200 meter, 200 meter, 800 meter, 800 meter. The race will be a two turn staggered event, so the first two legs will be run in lanes. b. Students can decide which type of exchange they will use, depending on what they are most comfortable with Meter Run #1, #12 a. Students will be performing this race individually on the track. Students are to run one mile on the track (4 laps) using proper distance form. The goal of this event is to show the improvement in time resulting from conditioning and learning proper form throughout the unit. 2. Triathlon i. Swimming Strokes 1. Freestyle a. Cue Demonstration (Dry) #13 b. Cue Demonstration (In Water) #14 c. Individual Practice #13, #14 d. Peer Checklist (Dry) #13 2. Breaststroke a. Cue Demonstration (Dry) #13 b. Cue Demonstration (In Water)#14 c. Individual Practice #13, #14 d. Peer Checklist (Dry) #13 3. Side stroke a. Cue Demonstration (In Water)#15 b. Individual Practice #15 4. Swimming Strokes Self Assessment a. On preferred type of stroke #15 5. Breathing Techniques a. Cue Demonstration (Dry) #16 b. Individual Practice #16 ii. Cycling- Proper Riding 1. Form a. Demonstration #17 b. Individual or Partner Practice #17, #18 2. Cadence a. Describe & Demonstration #18 b. Individual or Partner Practice #18 iii. Cycling- Gear Changing 1. Demonstration #18 2. Individual or Partner Practice #18 3. Self- Assessment #18 a. Determining which gear the student is most comfortable riding at

13 iv. Games/Events 1. Target Practice #14 a. To practice swimming in a straight line, students will practice using the strokes learned in class to swim from one end of the pool, to a small target at the other end. Students will find themselves unsuccessful if they do not take their head out of the water occasionally to see where they are in the water, and what direction they are heading. 2. Water Relay #15, #16 a. Pair students up into groups of two and assign each student a lane. Each student in the group will have to swim from one of the pool to the other, and then back. Each swimmer will have to do this two times. They can either rotate, or do the two full laps at one time. The purpose of this game is to build student s fitness levels, while showing them how it becomes hard to keep form once fatigue sets in. 3. Fatigued Form #17 a. To simulate how form is important to keep while fatigued, the students will start by doing frog jumps for one minute in order to fatigue their legs (simulating fatigue in a race). They will then take their bikes, and have to pedal around the track once, keeping good form even though their legs are tired. 4. Situation Riding #18 a. Students will be on their bikes pedaling around the track at a gear of their choice. After one lap, the teacher will hold up a situation card, giving a situation where students will have to change gears appropriately. (Uphill, downhill, fast cadence, etc.) Coming through each lap, they will be presented with a card, and will have to ride at the gear needed for the situation for the next lap, until a new situation is given. 5. Modified Triathlon #20 a. Since the shortest Triathlon is the sprint Triathlon and is nearly 8 miles still, students will be competing in a modified Triathlon. In this Triathlon, Stage 1(Swimming) will be 200 meters, Stage 2 (Cycling) will be 1600 meters, and Stage 3(Running) will be 1600 meters. This will make the modified Triathlon approximately 2.12 miles. Students will start out in the pool for swimming, then move to the track for cycling, and the running will be done on either the track, or a marked out course on school grounds. The first transition will take place in the locker room, where students can choose to change from bathing suits to running attire if they wish. The only transition to take place from cycling to running will be parking their bike, and removing their

14 helmet. The teacher will obviously be unable to supervise the entire activity at one time, so help will be needed by both students unable to compete in the triathlon, and staff.

15 X. Block Plan 1 Introduction: Running Skill: Distance Form Rule: Track Layout/Dimensions Strategy: Pacing Game/Event: 1600 Meter Run Assessment: Teacher Observation 2 Distance Review/ Sprint Intro Skill: Distance Form, Sprint Form Rule: Lanes Strategy: Passing/ Kicking Game: Straights & Curves Assessment: Peer Checklist 3 Sprinting Cont d Skill: Sprint Form Rule: Staggered Starts Strategy: Drafting Game: Shuttle Run Assessment: Teacher Checklist 4 Introduction: Relays Skill: Baton Handling Rule: Exchange Zone Strategy: Ways to Handle Baton Game: Straights & Curves Assessment: Teacher Observation 5 Relays: Exchanges Skill: Open Exchange Rule: Exchange Etiquette Strategy: Blind vs. Open Exchanges Game: Visualize the Zone: Open Assessment: Peer Checklist 6 Relays: Exchanges Skill: Blind Exchanges Rule: Spacial Awareness Strategy: Go Lines Game: Visualize the Zone: Blind Assessment: Self- Assessment/Peer Checklist 11 Hurdling Skill: 3 step technique Rule: Strategy: 3 step vs. 4 step Game: Shuttle Run Assessment: Self Assessment 7 Relays: 4x100 Skill: Blind Exchange, Sprint Form Rule: 4x100m Rules Strategy: Placement of Runners Game: 4x100 Relay Assessment: Peer Assessment 12 Endurance Events Skill: Distance Form Rule: Event Types Strategy: Split Running Game: 1600 Meter Run Assessment: Teacher Assessment: Student Fitness/ Form 8 Relays: 4x400 Skill: Exchanges, Sprint Form Rule: 4x400m Rules Strategy: Importance of each Leg Game: 4x400 Relay Assessment: Teacher Checklist 13 Introduction: Triathlon Skill: Swimming Strokes (dry land) Rule: Types of Triathlon Strategy: Stroke Type Game: Dry Land Form Practice Assessment: Peer Checklist 9 Relays: Medleys Skill: Exchanges(Both), Form (Both) Rule: Distance & Sprint Medley Rules Strategy: Importance of Each Leg Game: Modified Sprint Medley Relay Assessment: Teacher Observation 14 Stage 1: Swimming Skill: Swimming Strokes (in water) Rule: Stage 1 Distances/Rules Strategy: Drafting Game: Target Practice Assessment: Teacher Observation 10 Introduction: Hurdling Skill: Hurdling Form Rule: Hurdle Height Strategy: Hitting Hurdles Game: Shuttle Run Assessment: Questionnaire 15 Stage 1: Endurance Swimming Skill: Swimming Strokes (in water) Rule: Equipment Strategy: Intensity/Equipment Game: Water Relay Assessment: Self- Assessment 16 Stage 1: Breathing Technique Skill: Breathing Rule: Stage 1 Etiquette Strategy: Breathing Patterns Game: Quiz day Assessment: Quiz: Stage 1 17 Stage 2: Biking Skill: Riding Form Rule: Distances Strategy: Drafting/Equipment Game: Fatigued Form Assessment: Teacher Observation 18 Stage 2: Biking Skill: Gear Changing Rule: Stage 2&3 Rules Strategy: Gear Choice, Cadence Game: Situation Riding Assessment: Self Assessment 19 Triathlon Overview Skill: Stage Transitions Rule: Transition Rules Strategy: Water-Bike, Bike-Run Game: Quiz day Assessment: Quiz: Stage 2&3 20 Modified Triathlon Skill: Combining all Triathlon Skills Rule: Transition Rules Strategy: App. of any Triathlon Strategy Game: Modified Triathlon Assessment: Teacher Checklist

16 XI. XII. XIII. Lesson Plans (see attached) References 1. Bernhardt, Gale, and Nick Hansen. Workouts in a Binder: Swim Workouts for Triathletes. Boulder: Velopress, Daniels, Jack. Daniel's Running Formula: Proven Programs 800m to the Marathon. 2nd ed. Ontario: Human Kinetics, Fitzgerald, Matt. Triathlete Magazine's Complete Triathlon Book: the Training, Diet, Health, Equipment, and Safety Tips You Need to Do Your Best. Lebanon: Grand Central, Guthrie, Mark. Coaching Track and Field Successfully. Champaign: Human Kinetics, Inc. Usa Track & Field. U.S.a. Track and Field Coaching Manual. Comp. Human Kinetics. 1st ed. Champaign, IL: Human Kinetics, Page, Jason. Athletics, Track: 100 Meters, 200 Meters, Relays, Hurdles and Lots, Lots More. 1st ed. Minneapolis: Lerner Group, Internet References Id=

17 Distance Review & Sprint Introduction Lesson Plan Grades 9-12 Co-op Initials: Name: Galen Johnson, Josh Krowicki Date 2/15/08 Block #: 2 Grade: 9-12 No. of Students: 24 Activity: Distance & Sprint Form Lesson Sprint Form Rationale: Teaching students basic fitness skills that can be used throughout the student s lifetime. Prior Knowledge: Students are building off of knowledge of distance form and mechanics learned in the previous lesson, but no prior knowledge of sprinting form. NJ Core Curriculum Standard: Standard A #1 Standard A #2 Standard B #1 Standard C #1 National Standard: Standard 1 Standard 2 Standard 3 Standard 5 I. Performance Objectives A. Psychomotor At the end of this lesson students should be able to sprint using the cues for proper sprinting form, as assessed by a peer checklist during activities

18 B. Social Following the introduction on sprinting form, at least 80% of the students were on task 100% of the time, working well with others and avoiding negative behavior as assessed by teacher observation and the use of detention as consequence. II. Material/Equipment A. Lesson Plan B. Stopwatch (1) C. Whistle (1) D. Peer Checklists (25) E. Track: Preferably 400 meters III. Diverse Students: Special Need/Developmental Differences/ Cultural Differences A. Hearing Impaired a. Keep hearing impaired students near the instructor b. Before starting the activity, be sure the student(s) have a complete understanding of the task and all instructions associated. B. Asthma a. Monitor student frequently during class tome b. If student uses medications, such as inhaler, make sure that medication is readily available before the student engages in physical activity c. Instruct the student to immediately let the teacher know if trouble breathing occurs d. Try to remain in dust/pollen free environments as much as possible IV. Procedure Time MIA A. Dressing 8 M B. Warm-Up/Attendance 5 A a. Using correct distance form learned in the previous lesson, students are to come directly from the locker rooms and start an 800 meter run, or two lap run at a comfortable pace. b. During this warm-up run, attendance can be taken by standing at the starting line and checking attendance as the students pass by on their run C. Introduction 2 I a. Hook: Begin by asking the students how fast they think they could perform one lap on the track using the form learned yesterday (if they give any unrealistic answers, ask if they would be willing to bet their grade on that). Then follow up by giving them some of the world records run at a few different distances: m Michael Johnson (USA) m Michael Johnson (USA) m Asafa Powell (JAM) 2007 b. Obviously those times were not run using distance form, as that would be impossible. This is why when we want to move at fast speeds for shorter distances, we need to modify our form.

19 D. Describe & Demonstrate 3 I a. Cues 1. Head- Straight forward 2. Eyes up 3. Shoulders down 4. Body- slightly forward to begin, then upright 5. Arms- drive forward at elbows 6. Legs- drive forward with high knees 7. Toes- strike with forefoot b. An easy way to remember these cues is just go down the body. When you start at the head and work your way down, it becomes simple to remember the cues c. Keeping quick short strides is the key to a successful sprint. The longer your stride is, the more you begin to use your legs to break momentum. E. Transition 1 M a. Have the students step into a lane anywhere on the track, using all of the lanes, giving themselves about 25 meters of space ahead. F. Activity: Individual Skill Practice 8 A a. Students will have the chance for the next 5-8 minutes to practice sprinting form, focusing on form rather than speed. b. Safety 1. Inform students that they are all to run in the correct direction on the track, which was learned in the previous lesson. Doing this will prevent any collisions. 2. Stay in the lane you chose, as you have your own personal space in that lane, and do not have to worry about bumping into other runners on the side of you. c. Challenges 1. Once students feel comfortable with the cues moving at a comfortable pace, they can pick up they re speed, trying to figure out how fast they can move while maintaining proper form. 2. If students are having trouble correctly performing the cues, they may be moving too fast to maintain proper form. Have them slow down and try it at a slower pace. G. Transition 5 M,I a. Following Individual Practice, have students gather at the bleachers. b. When at the bleachers, pose the following questions: 1. Do you think it was easier running in lanes or not? Why? 2. Regardless, did lanes make sprinting a much safer activity by keeping space between runners? c. Talk to the students about why lanes are used for certain events 1. They allow each runner to move at his/her own pace, free from contact with other runners. 2. Being free of contact ensures that each athlete s race is not affected by other athletes.

20 d. Now have the class pair of into groups of two, and have one group member come grab a checklist and the other group member get into one of the six lanes on the track. H. Activity II: Sprinting Form Partner Checklist 5 A a. In this activity, one group member will be the sprinter, and the other will be the coach. The coaches are given checklists (see attached) to fill out while watching their athletes sprint. They are to sit in the bleachers so they have the best view of their athletes b. Athletes down on the track will line up at the 100 meter start with one athlete to each lane. On the teachers go command, they will run to the 100 meter finish using proper sprinting form. It is NOT a race, and ONLY proper form is being checked. Be sure to stress this. c. After the athletes finish their sprint, roles are then switched, and the coach becomes the athlete, and vice versa. I. Transition 2 M a. Collect the peer checklists, and have students gather on the track J. Activity III: Straights & Curves 12 A a. Once at the track, students are going to complete four laps of jogging the curves using proper distance running form (learned previously) and using proper sprinting form to run the straights of the track. Sprinting technique implies faster movement than Distance technique, so obviously the straights will be run at a faster pace than the curves. Curves should be run at about 40% max speed, while the straights should be run anywhere from 60-75% of full speed. b. Time will not be recorded, but proper effort is required. c. Challenges 1. Speed is the main challenge for most of the activities. If students feel like the task is too easy, they can move at a faster pace until they are either: a. Unable to maintain proper form b. Too fatigued to maintain the pace K. Transition 1 M a. Once two laps were completed, or class time is up, have students gather back on the bleachers. L. Closure 2 I a. Tell the class they did good individual and group work today, or that they need to practice one of the two b. Inform them of the fitness component they worked on today, and the benefits of this type of exercise. c. Next class will be on sprint form as well, and some more components of the sprint will be addressed including staggered starts and drafting. V. References A.

21 VI. Self Evaluation A. Did students have trouble with the progression from distance to sprinting form? B. If so, should the progression go the other way around? C. Did I challenge students during this lesson?

22 Peer Checklist: Sprinting Form Athlete s Name: Coach s Name: Directions: Observe your athlete running a sprint on the track below you. In the boxes below, check either a yes to indicate they did perform the cue correctly, or no to indicate that cue was not performed, or performed incorrectly. Cues YES NO 1. Head- Head is straight forward 2. Eyes Up- Eyes are not looking down at the ground or at the sky, but straight ahead. 3. Shoulders Down Shoulders are not pulled up, but down and relaxed 4. Body- The runner s body leans slightly forward to gain momentum, then moves and remains upright once accelerated 5. Arms- Arms are moving straight forward and back in a line, and the athlete is driving at his/her elbows, not at his/her hands. 6. Legs- Legs are driving forward, with quick steps and high knees. 7. Toes- Athlete is striking quick with the forefoot, not the heel.

23 Lesson Plan: Sprinting (cont d) Grades 9-12 Co-op Initials: Name: Galen Johnson, Josh Krowicki Date 2/16/08 Block #: 3 Grade: 9-12 No. of Students: 24 Activity: Shuttle Runs Lesson Sprint Form Rationale: Teaching students basic fitness skills that can be used in sport as well as a lifetime skill. Prior Knowledge: Students are building off of knowledge learned in the previous lesson, which was an introduction to sprinting. They now hold the basic knowledge of the cues and mechanics needed for a successful sprint. NJ Core Curriculum Standard: Standard A #1 Standard A #2 Standard C #1 Standard C #2 National Standard: Standard 1 Standard 2 Standard 3 Standard 5 VII. Performance Objectives A. Psychomotor By the end of the lesson students should have built off of information learned in the previous lesson to be able to successfully perform a sprint using proper

24 cues at a speed of at least 50% the student s full speed, as assessed by a teacher checklist. B. Cognitive- Following the sprinting lesson, students should have the knowledge gained from this lesson and all previous lessons about track dimensions, lanes and different starts to be able to perform all the activities of the day without instructions on where to start, whether or not to use lanes, where the finish is, and what direction to run in. Students will be assessed by teacher observation. VIII. Material/Equipment A. Lesson Plan B. Teacher Checklist (1) C. Stopwatch (1) D. Whistle (1) E. Track: Preferably 400 meters IX. Diverse Students: Special Need/Developmental Differences/ Cultural Differences A. Hearing Impaired a. Keep hearing impaired students near the instructor b. Before starting the activity, be sure the student(s) have a complete understanding of the task and all instructions associated. B. Asthma a. Monitor student frequently during class tome b. If student uses medications, such as inhaler, make sure that medication is readily available before the student engages in physical activity c. Instruct the student to immediately let the teacher know if trouble breathing occurs d. Try to remain in dust/pollen free environments as much as possible X. Procedure TIME MIA A. Dressing 8 M B. Warm-Up/Attendance 5 A a. Using correct distance form learned in the previous lesson, students are to come directly from the locker rooms and start an 800 meter run, or two lap run at a comfortable pace. b. During this warm-up run, attendance can be taken by standing at the starting line and checking attendance as the students pass by on their run C. Introduction: Review of Cues 4 I a. Last lesson we were introduced to the sprinting form of running. Again we learned that the sprinting form is used for covering shorter distances at faster speeds. b. The cues were: (have students give them to you)

25 1. Head- Straight Forward 2. Eyes Up 3. Shoulders down 4. Body- slightly forward to begin, then upright 5. Arms- drive forward at elbows 6. Legs- Drive forward with high knees, quick steps 7. Toes- Strike with forefoot c. Ask them to recall their individual practice from last lesson. 1. Did it seem like the person to the left, or in a lane inside of yours, was always moving faster than you? Why could that be? 2. A lane is nothing but a big circle. Lane 1 is the smallest of the circles, and as they progress outwards, the circles get bigger. a. Lane 1 = 400 meters b. Lane 2 = 407 meters c. Lane 3 = 413 meters d. Lane 4 = 420 meters e. Lane 5 = 427 meters f. Lane 6 = 434 meters 3. To correct this difference in distances, staggered starts were made. So that every runner runs the same distance, the start line for the runner in lane 2 is 7 meters in front of lane 1 s start. D. Transition 1 M a. Have the students step into a lane anywhere on the track, using all of the lanes, giving themselves about 25 meters of space ahead. E. Activity: Individual Skill Practice (Review) 5 A a. Similar to last lesson, students will have a chance to individually go over the sprinting cues at their own pace/comfort level. Since it s a review, this exercise should take no more than 5 minutes. b. Safety: Students should be well aware of what direction to run in, and to keep one runner in each lane. Remind them that they should now have the knowledge to perform the activity safely. 1. If it becomes apparent that students are still unaware of the safety precautions to follow, stop the exercise and review, letting student s know that a note will be made of their lack of attention. c. Challenges 1. Once students feel comfortable with the cues moving at a comfortable pace, they can pick up they re speed, trying to figure out how fast they can move while maintaining proper form. 2. If students are having trouble correctly performing the cues, they may be moving too fast to maintain proper form. Have them slow down and try it at a slower pace. d. TEACHER S NOTE: While the students are performing the activity, to save time divide the class into groups of 4, making sure that each group has both male and female members in it. F. Transition 1 M

26 a. Following Individual Practice, have students gather at the bleachers. G. Activity II: Shuttle Runs 12 A a. Students have been divided into 6 teams of 4 runners. b. Two runners will be lined up at the 100 meter start, and two at the finish 1. Students can decide this by themselves c. Runner number 1 will be a runner lined up at the 100 meter finish, and will be running towards his/her teammates at the start. d. When runner number 1 crosses the start, runner number 2 will then run from the 100 meter start to his/her teammate at the finish, IN THE OPPOSITE DIRECTION AS THE PREVIOUS RUNNER. This will continue until all 4 runners on the team have gone. e. Inform the teams that this time you are the coach, and have a checklist that you will be using to check student s form. This is not a speed activity; however students are encouraged to move as fast as possible while maintaining good form. Nothing is wrong with some friendly competition between teams. f. Safety 1. Each team is given a number that corresponds to the lane on the track that they have to run in. 2. Throughout the shuttle run, students are to stay inside their lanes at all times. g. Challenges 1. Similar to the previous activity, speed is the main challenge the students have. Students can progress to a faster speed as they become more competent in performing the speed. h. Activity can be performed anywhere from 1-3 times, depending on how long it takes the teacher to complete the checklist of each student. H. Transition 1 M a. Once all students have been observed, call students back to the bleachers. I. Closure 5 I a. Tell the class they had good individual and teamwork today, and that it was noted that they were learning the rules and etiquette that it takes to be a track athlete. b. Inform them of the fitness component they worked on today, and the benefits of this type of exercise. c. Next class will be an introduction to relays, and baton handling. It involves good teamwork like today, and students will have another chance for some team competition. XI. References A. XII. Self Evaluation A. Was there a noticeable difference in students ability to properly sprint today from last class?

27 B. Did the activities seem too easy or too hard? Did students enjoy the activities? C. Did I challenge students during this lesson?

28 Teacher Checklist: Sprinting Cues Sprinting Cues: 1. Head- Straight Forward 2. Eyes Up 3. Shoulders Down & Relaxed 4. Body- Slightly forward to accelerate then remains upright 5. Arms- Forward & Back in one line, driving at elbows 6. Legs- Quick steps, knees high 7. Toes- planting on forefoot Student Name Cue#1 #2 #3 #4 #5 #6 #7 Total Relays: Exchanges Lesson Plan Grades 9-12 Co-op Initials: Name: Galen Johnson, Josh Krowicki Date 2/15/08 Block #: 5 Grade: 9-12 No. of Students: 24 Activity: Relay Exchanges Lesson Open Exchanges Rationale: Teaching students basic track and fitness skills that can be used throughout the student s lifetime.

29 Prior Knowledge: Students are building off of knowledge of sprinting form and baton handling learned in the previous lesson, but no prior knowledge of baton relay exchanges. NJ Core Curriculum Standard: Standard A #1 Standard A #2 Standard B #1 National Standard: XIII. Performance Objectives A. Psychomotor At the end of this lesson students should be able to sprint using the cues for proper sprinting form, hand a baton comfortably, and be able to perform open exchanges as assessed by a peer checklist during activities B. Social Following the review on baton handling, and introduction to open baton exchanges, at least 80% of the students were on task 100% of the time, working well with others and avoiding negative behavior as assessed by teacher observation and the use of detention as consequence. XIV. Material/Equipment A. Lesson Plan B. Stopwatch (1) C. Whistle (1) D. Peer Checklists (25) E. Batons (25) F. Track: Preferably 400 meters G. 10 Cones XV. Diverse Students: Special Need/Developmental Differences/ Cultural Differences c. Hearing Impaired: A student who is hearing impaired will always be placed in a starting location near the instructor. Upon being in situations where the student may not be directly with the teacher, he or she will have complete understanding of the activity s instructions along with having a classmate nearby as an aide if needed. d. Asthma: A student who has asthma or exercise-induced asthma will be monitored very closely in class. If the student uses medication for acute problems, such as an inhaler, then it will be made sure that the medication would be immediately available to him or her if needed. The student will be asked that if they feel they are having trouble breathing, to

30 alert the teacher immediately. Because most asthma episodes can be prevented, an effort will be made to place the student in dust-free and pollen-free environments. Research has shown that swimming is a great activity for those with asthma, and regular exercise should also improve exercise capacity of the individual with asthma. XVI. Procedure A. Dressing M 8 B. Warm-Up/Attendance M/A 8 a. Using correct distance form learned in the previous lesson, students are to come directly from the locker rooms and start an 800-meter run, or two-lap run at a comfortable pace. b. During this warm-up run, attendance can be taken by standing at the starting line and checking attendance as the students pass by on their run C. Introduction M 6 a. Hook: Begin by asking students if they can explain to the teacher what exchange zones are, and why they are important. Can exchange zones cause a disqualification? b. Mr. Johnson will be dressed in his old high school track and field uniform excited for track and field. D. Describe & Demonstrate I 10 a. Cues (Have 1 to 2 students volunteer to review the cues to sprint form while holding a baton) 1. Head- Straight forward 2. Eyes up 3. Shoulders down 4. Body- slightly forward to begin, then upright 5. Arms- drive forward at elbows 6. Legs- drive forward with high knees 7. Toes- strike with forefoot b. Remind students that an easy way to remember these cues is just go down the body. When you start at the head and work your way down, it becomes simple to remember the cues. c. Also remind them that keeping quick short strides is the key to a successful sprint. The longer your stride is, the more you begin to use your legs to break momentum. d. The teacher will grab a baton and explain that for now, the students should hold their baton in their dominant hand. e. Explain that students should grip the baton right below the middle of the baton, in a manner that is not too tight, but firm. f. Remind students that in an actual race, one should carry the baton in a manner that is most comfortable to them, without allowing them to drop it. g. Begin to explain the roles in an open exchange. The passer and the personreceiving baton. h. Upon entering the exchange zone, the passer will look to the receiver to give him or her the baton.

31 i. The receiver will begin to side step forward as the passer approaches them and they will grab onto the baton, allowing the passer to release it. j. The cues for passing the baton are: 1. Eyes forward 2. Continue running motion until near receiver. 3. Extend passing arm forward 4. Release baton when in hands of receiver. h. The cues for receiving the baton are: 1. Eyes on passer 2. Begin side shuffle as passer enters exchange zone 3. Make target for passer 4. Grab baton and Go! *Remind the students that the must face the track when receiving the baton. i. The teacher will use one of the track stars in class as an assistant in demonstrating these skills. E. Transition M 3 a. Have the students step into a lane near the 100-meter start with a baton, using all of the lanes, giving them some space ahead. F. Activity: Passing Skill Practice A 12 a. Students will be split into all six lanes at the 100-meter start and sprint to the finish line in rows after hearing the whistle. As they approach the finish, they will practice the open exchange passing cues upon entering the exchange zone. The next row ill go upon hearing the next whistle. b. Safety 1. Inform students that they are all to run in the correct direction on the track, which was learned in the previous lesson. Doing this will prevent any collisions. 2. Stay in the lane you chose, as you have your own personal space in that lane, and do not have to worry about bumping into other runners on the side of you. 3. When students cross the finish line, remind them to stay clear of the finish line and walk onto the infield back towards the starting line. c. Challenges 1. Once students feel comfortable with the cues moving at a comfortable pace, they can pick up they re speed, trying to figure out how fast they can move while maintaining proper baton passing form. 2. If students are having trouble correctly performing the passing cues, they may be moving too fast to maintain proper form. Have them slow down and try it at a slower pace. G. Transition M 6 a. Following Individual Practice, have students gather at the 100-meter starting line. b. When at the line, pose the following questions: 1. Should you slow down or speed up when passing the baton? Why or Why not? 2. Why do you think it is important that the receiver faces the track when receiving the baton?

32 XVII. c. Talk to the students about exchange etiquette. 1. Remember to stay in lanes through the exchange. 2. When getting off the track, make sure you are not crossing into anyone s path. d. Now have the class pair of into groups of three, and have one group member come grab a checklist and the other group members get into one of the 8 exchange zones on the track. (There are six real zones and 2 fake zones marked with cones on a different area of the track. H. Activity II: Open Exchange Group Checklist A 12 a. In this activity, one group member will be the passer, another will be the receiver, and the other student will be the coach. The coaches are given checklists (see attached) to fill out while watching their athletes exchange batons. They are to stand along the outside of the track, so they have the best view of their athletes b. Athletes down on the track will line up at the 100 meter start (other two groups on the infield lanes) with one athlete to each lane. On the teachers go command, they will run to the 100 meter finish using proper sprinting form. It is NOT a race, and ONLY proper form is being checked. Be sure to stress this. c. As the athletes enter the exchange zones, they will pass the baton to the receiver. d. The coach will record how well they performed this exchange and will then become the passer. The passer will become the receiver, and the receiver now the coach. Once everyone has gone once, the activity is done. I. Transition M 3 a. Collect the peer checklists, and have students gather on the track J. Activity III: Visualize the Zone A 12 a. Students will get into groups of two and move to any of the four exchange zones around the track. Once they have a free lane in the exchange zone, the students perform exchanges; only the person receiving the baton cannot look down at the track. He or she may look only to find where the exchange zone starts, but cannot look down once the runner handing off begins. The goal is to perform 3 hand-offs inside the exchange zone without looking. Three consecutive exchanges inside the exchange zone without looking shows that the students know how big the zone is, and can now focus on technique rather than where they are. K. Transition M 2 a. Once three correct exchanges were completed, or class time is up, have students gather back on the bleachers. L. Closure M 5 a. Tell the class they did good individual and group work today, or that they need to practice one of the two b. Inform them of the fitness component they worked on today, and the benefits of this type of exercise. c. Next class will be on exchanges as well, but a different type, called a blind exchange. Students will also learn about go lines. References A.