Run Jump Throw Assessment

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Teacher Resource 1: Active Living and Living Skills Anecdotal

Recording Chart
Movement Competence, Active Living
Run, Jump and Throw
Running Starts and Relays (Page 1 of 2)
Class:
Specific Expectations
1.1 - use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their
actions, recognize sources of stress and monitor their own progress, as they participate in various physical activities, develop
movement competence and acquire knowledge and skills related to healthy living
A1.1 - actively participate according to their capabilities in a wide variety of program activities [PS, IS]
A2.1 - Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and
cool-down activities, to the best of their ability for a minimum of twenty minutes each day [PS]
A3.1 - demonstrate behaviours and apply procedures that maximize their safety and that of others in a variety of physical activity
settings [PS, IS]
Success Criteria
1.1 Self-Awareness and Self-Monitoring A1.1, A2.1 Active Participation
Uses self-awareness and self-monitoring skills Demonstrates readiness and ability to take part
Understands strengths and needs Participates actively in all physical activities
Participates in sustained moderate to vigorous level for 20
minutes
A3.1 Safety
Monitors own actions to ensure safety
Applies safety rules and safety procedures while participating
in a variety of physical activities
Student
Name Erin
Showed little awareness of related
strategies; uneven pace and no
Observation
demonstration of Talk Test.
Was able to run effectively with eyes

forward and head up, and moved in
the direction of the run.
Student
Name
Observation
Student
Name
Observation
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Ophea 2015 I H&PE Curriculum Support Resource
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Teacher Resource 1: Active Living and Living Skills Anecdotal
Recording Chart
Run, Jump and Throw
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
Student
Name
Observation
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Teacher Resource 2: Running Movement Skills Checklist
Run, Jump and Throw
Class:
B1.1 - perform smooth transfers of weight and rotations in relation to others and equipment, in a variety of situations involving
static and dynamic balance [PS, IS]
B1.2 - perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external
stimuli [PS]
B2.1 - demonstrate an understanding of the components of a range of physical activities, and apply this understanding as they
participate in a variety of physical activities in indoor and outdoor environments [IS, CT]
Success Criteria
Application Application Application
B1.1, B1.2, B2.1 Locomotor B1.1, B1.2, B2.1 Locomotor B1.1, B1.2, B2.1 Locomotor
Movements Starts Movements Running Form, Movements Running
(Standing) B1.2 Sprint B1.2 Form, Moderate to Long
1. knees are bent, one foot 1. pumps arms in vertical Distance B1.2
ahead of the other plane 1. pumps arms in vertical
2. elbows are bent and 2. drives knees up toward plane
arm opposite to lead chest 2. leans forward with head
foot is held back on 3. keeps toes pointed facing forward, not
set signal straight ahead looking around
3. eyes are focused on the 4. leans forward with head 3. runs from heel to toe
finish line facing forward, not 4. runs in straight line
4. on go signal, drives looking around 5. keeps toes pointed
arms and pushes off 5. runs on balls of feet straight ahead
back foot 6. keeps shoulders relaxed Components B2.1
Starts (Crouched) B1.2 Components B2.1 6. demonstrates
5. lead leg is bent at the 7. demonstrates and applies an
knee to 90 (foot behind and applies an understanding of the
start line) understanding of the different components in
6. knee of back leg is on different components in moderate/long-distance
the ground until set sprinting running
signal when weight
shifts to forward foot
and hands, and back
knee comes off ground
7. hands are
shoulder-width apart,
and eight is supported
on fingers
8. on go signal, pumps
arms and drives knee
forward into the air
Still Working Still Working Still Working

Got It Got It Got It
Student Names on It on It on It
Jayne 1, 2, 3, 4 5, 6, 7, 8 1, 2, 3, 4, 5, 6, 7 1, 2, 4, 5 3, 6
Ophea 2015 I I H&PE Curriculum Support Resource

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Teacher Resource 2: Running Movement Skills Checklist
Run, Jump and Throw


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Teacher Resource 3: Jumping Movement Skills Checklist
Run, Jump and Throw
Jumps Review (Page 1 of 2)
Class:
B1.1 - perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving
stimuli [PS]
B1.4 - demonstrate an understanding of the phases of movement and apply this understanding to the refinement of movement skills
in a variety of physical activities [PS]
B2.3 - apply a variety of tactical solutions to increase chances of success as they participate in physical activities [IS, CT]
Success Criteria
Application Application Application
B1.1, B1.2, B1.4, B2.1, B2.3 B1.1, B1.2, B1.4, B2.1, B2.3 B1.1, B1.2, B1.4, B2.1, B2.3
High Jump Long Jump Triple Jump
1. uses 5 to 7 step reverse 1. takes off at maximum 1. takes off at maximum
J approach speed from one foot speed
2. takes off at maximum 2. drives arms from 2. drives arms from
speed from one foot hip-level up and forward hip-level up and forward
3. takes off close to the at take-off at take-off
nearest upright 3. extends legs forward 3. drives knee up on step
4. rotates body turn and lands in motorcycle 4. extends legs
5. drives arms from position forward and lands in
hip-level up and forward 4. falls forward to motorcycle position
at take-off maximize jump distance 5. falls forward to
6. reaches over the bar maximize jump distance
(rainbow body position)
7. snaps legs (closes the
jackknife) in mid-flight
8. lands on upper back,
perpendicular to bar/
elastic

Zayd 1, 2, 3, 4, 5, 6 7, 8 1, 2, 3, 4 1 2, 3, 4, 5

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Teacher Resource 3: Jumping Movement Skills Checklist
Run, Jump and Throw


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Teacher Resource 4: Jumping Tips and Cues
Run, Jump and Throw
Class:
Long Jump Tips
Stage of Jump Watch For (Donts): Tip:
Practise approach run with and without

Approach slowing down before take-off. jump, accelerating to take-off point.
Practise run-up so length of steps can remain

Take-Off stretching stride before take-off. consistent.
Emphasize a short approach and using full

Take-Off take-off with arms at sides. body, swinging arms on take-off.
Take-Off losing balance or faltering at take-off. Practise take-offs with short approaches.
Practice short approach and jump over a low

Flight jumping low. object such as a low-held rope or arm.
Practise standing jumps, reaching legs over

Landing early touchdown of legs. obstacles.
Practise an exaggerated forward extension on

Landing falling backward on landing. landing.
Cue words that may be helpful:

Last two steps like a lay-up in basketball
Body makes a curve like a half-moon or Arch your back like the letter C: knees and feet behind hips, then think tall, fully
extending legs in the air, upward and forward.

Close the jackknife: extend legs and throw arms forward.
To land, students can visualize sitting with arms reaching forward.
Collapse at the knees: bend knees on landing.
Diagram of body position:
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Run, Jump and Throw
Triple Jump Tips
Shorten approach and practice running

Approach slow approach before take-off. approach with even pacing.
Think of running in the air and hopping for

Hop high hop. distance instead of height.
Practise run, hop and step without the jump.

Step short distance with step. Think about stepping out and driving forward
with step.
Practise jumping over low obstacles.
Practise the final leap with an erect upper

body. Jump and reach for an object (e.g.
Jump legs lowered too soon for landing. suspended balloon).
Walk through hop, step then jump.

Gradually increase speed.
Give at the knees as the heels touch.

Landing falling back.
Swing arms forward as heels cut into sand.
Cue words may be helpful:

Approach: Stay tall like someone is lifting you up by the hair.
Hop: Take off and land on the same foot like hopscotch.
Keep a tall upper body like youre wearing a brace.
Step: Take a long step like stepping over a big mud puddle or splits in the air.
Jump: Drive arms upward reach for the sky. Extend legs close the jack knife.
Rhythm: Even rhythm ta-ta-ta or hop-step-jump or even-even-even.
Diagram of foot pattern:

Hop
Left
Step
Left
Hop
Right
Right
OR
Step
Right
Both
Left
Both
Hop Step Jump
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Run, Jump and Throw
High-Jump Tips
Practise a slower approach with acceleration

on the last three strides.
Approach slowing down before take-off.
Mark starting point and use same point every
time.
Practise approach so that take-off is closer to

Plant take-off near middle of bar. nearest upright.
Concentrate on keeping upper body erect.
Take-Off leaning into bar. Think about approach with a pop-up so

jumper is converting speed of approach to
height.
Practise lifting arms at take-off.
Start with short approach and gradually

increase distance.
hitting the bar on the way up, or hitting bar Think about rainbow body position.
Bar Clearance with feet.
Practise jumping from bench over bar,
thinking about kicking shoes up.
Think about vertical jump. Speed from

approach will carry the jumper forward.
Stress taking off near the closest upright,

Landing landing on the edge of the pit. trying to land in the middle of the pit.
Cue words may be helpful:

Drive arms up on the take-off.
Reach over the bar in mid-flight.
Arch back like a rainbow to clear bar.
Snap legs toward head (close the jackknife) once clear of the bar.
Land on upper back, perpendicular to bar.
4
3 MAT
2
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Teacher Resource 5: Throwing and Putting Movement Skills Checklist
Run, Jump and Throw
An Introduction to Javelin (Page 1 of 2)
Class:
B1.1 - perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving
stimuli [PS]
B1.3 - use and combine sending, receiving and returning skills in response to a variety of external stimuli, while applying basic
principles of movement [PS, IS]
B1.4 - demonstrate an understanding of the phases of movement and apply this understanding to the refinement of movement skills
in a variety of physical activities [PS]
Success Criteria
Application Application
B1.1, B1.2, B1.3, B1.4, B2.1 Shot Put B1.1, B1.2, B1.3, B1.4, B2.1 Javelin/Football
1. grips ball with fingertips and tucks it tightly Throw
under chin 1. grips ball with thumb and fingers on laces
2. keeps elbow in tight to body 2. positions throwing arm straight back behind
3. pushes shot away from body, so elbow body, elbows out
remains behind hand 3. keeps non-throwing arm in front of body for
4. transfers weight to forward foot, and balance throughout skill practice
follows through in direction of put 4. transfers body weight from back to front
foot
5. continues moving throwing arm after
release in direction of target, following
through
Student Names Got It Still Working on It Got It Still Working on It

Leilani 1, 2, 3 4 1, 2, 3 4, 5
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Teacher Resource 5: Throwing and Putting Movement Skills Checklist
Run, Jump and Throw
Student Names Got It Still Working on It Got It Still Working on It
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Teacher Resource 6: Grade 8 Track and Field Task Cards
Run, Jump and Throw
Practice Session (Page 1 of 6)
Class:
Station 1: Sprints
For all crouch starts, use blocks or partner foot-assist.
From a crouch start, practise starting and accelerating for 30 m and then slowly decelerate.
Repeat 3 times.
From a crouch start, run 50 m, trying to give a maximum effort.

Repeat 3 times.
From a crouch start, have your partner give the start signal (On your marks, get set, go!) and run a complete 200- or 400-m
race. Try to pace yourself so that you can speed up over the last 50 m.
Repeat 2 times.
Station 1: Success Criteria for Sprints
Always keep shoulders in front of hips.

Preparation Bend arms at 90.
Keep hands relaxed and open.
Move hands from face to buttocks.

Face toes forward, not to sides.
Execution
Keep back leg straight.
Stay on tips of toes when other foot leaves the ground.
Follow-Through Gradually slow down to a walking pace.
Is your partner doing all of these things?
Watch for them one at a time.
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Run, Jump and Throw
Station 2: Middle Distance Station 3: Throws

From a standing start, practise starting and accelerating for Perform the following arm stretches before a throwing
50 m and then slowly decelerate. activity:
Repeat 3 times. Make large arm circles forward, then backward.
Alternate arm circles.
THEN Hold elbow against opposite shoulder and stretch hand
down back. Repeat with other arm.

Complete the following Pyramid workout:
Run 20 m Walk 20 m Shot Put
Run 30 m Walk 30 m Practise the mechanics of the Shot Put using a soft ball and
Run 50 m Walk 50 m putting the shot to your partner. Take turns, remembering to
Run 100 m Walk100 m give feedback each time. Focus on the explosive nature of
Run 200 m Walk 200 m the putyou can grunt if you want!
Run 300 m Walk 300 m
Run 200 m Walk 200 m After each partner has done 10 puts, run a lap of the track.
Run 100 m Walk100 m
Run 50 m Walk 50 m Football Throw
Run 30 m Walk 30 m Take turns throwing the football from a standing position
Run 20 m Walk 20 m (power position).
Walk around the track while stretching. Gradually increase your approach from 3 steps, to 4 steps,
and so on, until you get to a 7-step approach.
OR
After each partner has reached a 7-step approach and had at
Run 800 m at about 60%. least three attempts, run a lap of the track.
then
Run 800 m at about 80%.
then
Walk around the track while stretching.
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Run, Jump and Throw
Station 3: Success Criteria for Throws

Shot Put
Grip
Hold ball on finger pads with three large fingers supporting it.
Place ball under chin against neck with elbow high and upper arm in line with shoulder.
Trunk and Stance

Stand with left foot parallel to the throwing line and right foot in line with toes of left foot. (Reverse for left-handed
students.)
Keep weight on right leg; keep knees, ankles, hips bent. (Reverse for left-handed students.)
Keep ball tucked in tight to chin.
Keep elbow and arm tight.
Emphasize putting, not throwing, the ball.
Twist body upward and forward while transferring weight to front foot.
Keep elbow behind wrist at all times.
Follow through, transferring weight to front foot.
Football Throw
Transferable Skills Sport-Specific Skills
Preparation: Preparation:
Maintain wide base of support (feet shoulder-width apart, Grip ball with thumb and index finger on back portion of
knees slightly bent). ball.
Square shoulders to target. Grip lace with last couple of fingers.
Keep eyes on target. Opposite foot should be forward, facing target.
Execution: Execution:
Apply force in the direction of the target. Keep throwing elbow up beside head with hand behind
Release object at a point such that it will hit target. head.

Follow-Through: Transfer weight to back foot, then step forward with foot
Follow through in direction of target. opposite throwing hand.

Maintain balance, ready for next movement. At release, snap wrist downward to produce spin (spiral).
Follow-Through:
Follow through in direction of target.
Transfer weight to front foot.
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Run, Jump and Throw
Station 4: Jumps (Long and Triple)

Raking safety: Rake after every jump. Rake toward the centre of the pit. Place rake on grass. Signal to jumper when rake is clearly
out of way.
Hops and Steps: Mark out a 10-m distance with two pylons.
Single Leg Hops: Focus on bringing the knee up as high as possible. Hop between the pylons and jog back to the start. Repeat
three times on each leg.

Single Leg Hops Over Soft Cones. Hop over the cones and jog back to the start. Repeat three times on each leg.
The Approach Run: The aim of the approach for the long jump or triple jump is to generate the maximum amount of speed that
can be converted effectively into a jump. The acceleration of the approach should be gradual, rhythmic and controlled. An all-out
uncontrolled sprint into the take-off results in a poor jump.
7-11 Stride Runways: Work with a 7-11 stride approach and gradually add speed to the jumps. Experiment with different stride
approaches. The fastest part of the runway should be right before the board.
Try to put all aspects of the jumps together: the take-off, approach and landing. Measure your jumps. Take turns with your
partner.
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Run, Jump and Throw
Success Criteria for Long Jumps
Stage of Watch For (Donts): Tip:

Jump:
Practise approach run with and without jump, accelerating to take-off

Approach Slowing down before take-off
point.
Take-Off Stretching stride before take-off Practise run-up so length of steps can remain consistent.
Emphasize a short approach and using full body, swinging arms on

Take-Off Take off with arms at sides
take-off.
Losing balance or faltering at Practise take-offs with short approaches.

Take-Off
take-off
Practice short approach and jump over a low object such as a low-held
Flight Jumping low
rope or arm.
Landing Early touchdown of legs Practise standing jumps, reaching legs over obstacles.
Landing Falling backward on landing Practise an exaggerated forward extension on landing.
Success Criteria for Triple Jumps

Jump:
Approach Slow approach before take-off Shorten approach and practise running approach with even pacing.
Hop High hop Think of running in the air and hopping for distance instead of height.

Step Short distance with step
Think about stepping out and driving forward with step.

Practise the final leap with an erect upper body. Jump and reach as
Jump Legs lower too soon for landing
though for an object (e.g., suspended balloon).
Walk through hop, step, then jump. Gradually increase speed.

Landing Falling back
Swing arms forward as heels cut sand.
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Run, Jump and Throw
Station 5: High Jump Station 6: Relays

(Note: Your teacher must supervise this event. Do not Work with another group for this station.
proceed unless he or she is present.)
Jog around the track with your team passing the baton from
Gradually work to increase the distance of the approach to the person at the back to the person at the front. When the
seven steps and adjust the shape of the approach to a curved person at the front receives the baton, he or she drops it on
line resembling a reverse J. Remember that the jumper the ground and moves to the back of the group; the new first
should be at maximum acceleration for take-off. person picks up the baton and starts again.
Ensure mats are properly set up. Go twice around the track practising this drill. Each time there
is a pass, the passer should yell stick to signal the receiver
High-Jump Checklist: to put out his or her hand.
Take seven running strides from take-off.
Use a curved approach. Practise the 4 x 100-m relay. Each pair involved in an
On take-off, body makes a turn in the air so that the exchange should experiment with the distances in the
back is to the bar. exchange zone. Try to be at top speed when the exchange is
Take off almost parallel to the mat, close to the nearest made.
upright.
Use quick, powerful double arm lift on take-off.
Drive hips forward and up on take-off: Rainbow.
Raise arms and legs to clear bar: Shoes Up!
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Teacher Resource 7: Grade 8 Track and Field Technique Look For
Cards
Run, Jump and Throw
Track and Field Mini Meet, Day 1 (Page 1 of 3)
Class:
Success Criteria for Sprints

Always keep shoulders in front of hips.
Preparation Bend arms at 90.
Keep hands relaxed and open.
Move hands from face to buttocks.

Face toes forward, not to sides.
Execution
Keep back leg straight.
Stay on tips of toes when other foot leaves the ground.
Follow-Through Gradually slow down to a walking pace.
High Jump
(Teacher must supervise this event.)
Gradually work to increase the distance of the approach to seven steps and adjust the shape of the approach to a curved line
resembling a reverse J. Remember that the jumper should be at maximum acceleration for take-off.
Ensure mats are properly set up.
Success Criteria for High-Jump Checklist:

Take seven running strides from take-off.
Use a curved approach.
On take-off, body makes a turn in the air so that the back is to the bar.
Take off almost parallel to the mat, close to the nearest upright.
Use quick, powerful double arm lift on take-off.
Drive hips forward and up on take-off: Rainbow.
Raise arms and legs to clear bar: Shoes Up!
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Cards
Run, Jump and Throw
Success Criteria for Throws

Shot Put
Grip
Hold ball on finger pads with three large fingers supporting it.
Place ball under chin against neck with elbow high and upper arm in line with shoulder.
Trunk and Stance (see Fig. 2)

Stand with left foot parallel to the throwing line and right foot in line with toes of left foot. (Reverse for left-handed
students.)
Keep weight on right leg; keep knees, ankles, hips bent. (Reverse for left-handed students.)
Keep ball tucked in tight to chin.
Keep elbow and arm tight.
Emphasize putting, not throwing, the ball.
Twist body upward and forward while transferring weight to front foot.
Keep elbow behind wrist at all times.
Follow through, transferring weight to front foot.
Fig. 2
Football Throw
Transferable Skills Sport-Specific Skills
Preparation: Preparation:
Maintain wide base of support (feet shoulder-width apart, Grip ball with thumb and index finger on back portion of
knees slightly bent). ball.

Square shoulders to target. Grip lace with last couple of fingers.
Keep eyes on target. Opposite foot should be forward, facing target.
Execution: Execution:
Apply force in the direction of the target. Keep throwing elbow up beside head with hand behind
Release object at a point such that it will hit target. head.

Follow-Through: Transfer weight to back foot, then step forward with foot
Follow through in direction of target. opposite throwing hand.

Maintain balance, ready for next movement. At release, snap wrist downward to produce spin (spiral).
Follow-Through:
Follow through in direction of target.
Transfer weight to front foot.
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Cards
Run, Jump and Throw
Success Criteria for Triple Jumps

Jump:
Approach Slow approach before take-off Shorten approach and practise running approach with even pacing.
Hop High hop Think of running in the air and hopping for distance instead of height.

Step Short distance with step
Think about stepping out and driving forward with step.

Practise the final leap with an erect upper body. Jump and reach as
Jump Legs lower too soon for landing
though for an object (e.g., suspended balloon).
Walk through hop, step, then jump. Gradually increase speed.

Landing Falling back
Swing arms forward as heels cut sand.
Success Criteria for Long Jumps

Stage of
Watch For (Donts): Tip:
Jump:
Practise approach run with and without jump, accelerating to take-off

Approach Slowing down before take-off
point.
Take-Off Stretching stride before take-off Practise run-up so length of steps can remain consistent.
Emphasize a short approach and using full body, swinging arms on

Take-Off Take off with arms at sides
take-off.
Losing balance or faltering at

Take-Off Practise take-offs with short approaches.
take-off
Practice short approach and jump over a low object such as a low-held
Flight Jumping low
rope or arm.
Landing Early touchdown of legs Practise standing jumps, reaching legs over obstacles.
Landing Falling backward on landing Practise an exaggerated forward extension on landing.
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Teacher Resource 8: Grade 8 Track and Field Meet Task Cards
Run, Jump and Throw
Class:
Sprints (100 m, 200 m, 400 m) Middle Distance (1500 m)

Make sure your partner is ready. Make sure your partner is ready.
Provide partner with foot assist if using crouch start. Give starting signal, On your marks, get set, go!
Give starting signal, On your marks, get set, go! Using the stopwatch provided, time how long it takes your
Using the stopwatch provided, time how long it takes your partner to complete the required distance.
partner to complete the required distance. Make sure to keep track of the laps and tell your partner when
Record performance on log sheet. he or she has one left.
Provide your partner with some feedback about how to Record performance on log sheet.
improve on his or her next attempt. Provide your partner with some feedback about how to
Record at least two attempts each. improve.
Long Jump Triple Jump

Make sure your partner is ready. Make sure your partner is ready.
Stand beside the take-off board. Stand beside the take-off board.
When your partner jumps, make sure he or she takes off with When your partner jumps, make sure he or she takes off with
his or her toe behind the edge of the take-off board. his or her toe behind the edge of the take-off board.
Help measure the distance from where your partner landed Help measure the distance from where your partner landed
(or fell back to) and the take-off board. (or fell back to) and the take-off board.
Record the distance. Record the distance.
Provide your partner with some feedback about how to Provide your partner with some feedback about how to
improve on his or her next attempt. improve on his or her next attempt.
Record at least three attempts each. Record at least three attempts each.
Shot Put Relays

Complete arm warm-up. In groups of four, decide who will run each leg of the relay and
Warm up with softballs provided. find another team to time you.
One student puts and collects his or her put at a time. Do not When everyone is ready, the timer gives the starting signal,
put until the activity area is clear. On your marks, get set, go!
Provide your partner with some feedback about how to Using the stopwatch provided, time how long it takes your
improve on the next attempt. team to complete the required distance.
Record at least three attempts each. Record performance on log sheet.
The timers team provides the runners with some feedback
about how to improve on their next attempt.
Record at least two attempts for each team.
Football/Soft Javelin Throw High Jump

Complete arm warm-up. Follow your teachers instructions when you are ready to have
Stand at the release line ready to watch your partners a jump measured.
delivery and measure the throw. Provide your partner with some feedback about how to
Thrower runs up to release line and throws the football or improve on the next attempt.
soft javelin. Record at least three attempts each.
Thrower runs with the end of the measuring tape to the
landing spot of the ball or javelin.
Measure the throw with the help of your partner.
Provide your partner with some feedback about how to
improve on the next attempt.
Record at least three attempts each.
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Teacher Resource 9: Track and Field Rubric
Run, Jump and Throw
Class:
Overall Expectations
1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge
and skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade
A1 - participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how personal
motivational factors can be used to encourage participation in physical activity
A2 - demonstrate an understanding of the importance of being physically active and apply physical fitness concepts and practices
that contribute to healthy, active living
A3 - demonstrate responsibility for their own safety and the safety of others as they participate in physical activities
B1 - perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement
concepts as appropriate, as they engage in a variety of physical activities
B2 - apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities,
in order to enhance their ability to participate successfully in those activities
1.1, A1.1, A2.1, A3.1, B1.1, B1.2, B1.3, B1.4, B2, B2.1, B2.3
Level 1 Level 2 Level 3 Level 4

Success Criteria
(Limited) (Some) (Considerable) (High Degree)
Application Monitoring 1.1 The student applies The student applies The student applies The student applies
uses self-awareness and knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
self-monitoring skills familiar context with familiar context with in familiar context in familiar context
understands their limited effectiveness. some effectiveness. with considerable with a high degree of
strengths and needs effectiveness. effectiveness.
Application Active The student applies The student applies The student applies The student applies
Participation A1.1, A2.1 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
demonstrates readiness familiar context with familiar context with in familiar context in familiar context
and ability to take part limited effectiveness. some effectiveness. with considerable with a high degree of
participates actively in all effectiveness. effectiveness.
physical activities
participates in sustained
moderate to vigorous
physical activity
Application Safety A3.1 The student applies The student applies The student applies The student applies
monitors their own knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
actions to ensure safety familiar context with familiar context with in familiar context in familiar context
applies safety rules and limited effectiveness. some effectiveness. with considerable with a high degree of
safety procedures effectiveness. effectiveness.
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Run, Jump and Throw

Success Criteria
Application Triple Jump The student applies The student applies The student applies The student applies
B1.1, B1.2, B2.1, B2.3 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
takes off at maximum familiar context with familiar context with in familiar context in familiar context
speed limited effectiveness. some effectiveness. with considerable with a high degree of
drives arms upward and effectiveness. effectiveness.
forward on each take-off
takes off and lands on
same foot for hop

drives knee up on step
and lands on opposite

foot
extends one leg then
other up and forward to

start jump
jumps up and out, with
knees and feet behind

hips
Closes the jackknife:
extends legs and throws

arms forward
Collapses at the knees:
bends knees on landing

Strategies
swings arms forward and
up to maximize distance
when jumping
Application Long Jump The student applies The student applies The student applies The student applies
takes off at maximum familiar context with familiar context with in familiar context in familiar context
speed from one foot limited effectiveness. some effectiveness. with considerable with a high degree of
drives arms from effectiveness. effectiveness.
hip-level up and forward
at take-off
extends legs forward
and lands in motorcycle

position
falls forward to maximize
jump distance
Strategies
swings arms forward and
up to maximize distance
when jumping
I
8
Run, Jump and Throw

Success Criteria
Application High Jump The student applies The student applies The student applies The student applies
uses 5- or 7-step reverse familiar context with familiar context with in familiar context in familiar context
J approach limited effectiveness. some effectiveness. with considerable with a high degree of
takes off at maximum effectiveness. effectiveness.
speed from one foot
takes off close to the
nearest upright
rotates body quarter turn
drives arms from
hip-level up and forward

at take-off
reaches over the bar
(rainbow body position)

snaps legs (closes the
jackknife) in mid-flight
lands on upper back,
perpendicular to bar/
elastic
Strategies
maintains speed and uses
arms with force
Application Running B1.1, The student applies The student applies The student applies The student applies
B1.2, B2.1, B2.3 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
uses a high, but not familiar context with familiar context with in familiar context in familiar context
exaggerated, knee action limited effectiveness. some effectiveness. with considerable with a high degree of
runs in a straight line, effectiveness. effectiveness.
looking straight ahead
uses a natural stride
length
keeps arm action between
hips and shoulders,

pumping arms
keeps breathing and
relaxes the shoulders

Strategies
pumps arms when
running to facilitate speed

starts distance runs
at moderate pace and

sprints through the finish
line
passes on curves
I
8
Run, Jump and Throw

Success Criteria
Application Throwing B1.1, The student applies The student applies The student applies The student applies
B1.2, B1.3, B1.4, B2.1, B2.3 knowledge and skills in knowledge and skills in knowledge and skills knowledge and skills
places the foot opposite
familiar context with familiar context with in familiar context in familiar context
limited effectiveness. some effectiveness. with considerable with a high degree of
the throwing arm and effectiveness. effectiveness.
points the foot toward
the target
rotates hips and upper
body a quarter turn

backward
makes sure hand with ball
is by neck
transfers weight to the
front foot
releases, pushing the ball
slightly above and in front

of the head (wrist cocked,
elbow bent)
uses legs for power
follows through to a
target in the distance

Strategies
uses all joints and focuses
on weight transfer
I
8
Student Resource 1: Task Cards
Run, Jump and Throw
Name: Date:
Standing Start Crouch Start

On Your Mark: Stand at the start line. Stand with knees Students must use blocks or peer foot-assist support for own
bent slightly, one foot ahead of the other. Lean body slightly rear foot.
forward, hands on knees and eyes focused ahead on a spot on On Your Mark: Begin in a crouch position. Place knee of rear
the track. leg on the ground, opposite to the toe of the front foot, and
Get Set: Hand from back knee moves forward, hand on about 4 cm away. Rear thigh is at a 90 angle to the ground,
forward knee moves backward. Bend elbows. Lean well eyes look ahead. Place hands on the ground behind the
forward with weight on balls of feet. Remain still with eyes starting line. Hands are shoulder-width apart, arms straight.
focused ahead on a spot on the track. Hold body still.
Go!: Move arms forward vigorously and push hard off both Get Set: Lean forward, putting weight on hands. Hips rise to
feet, especially back foot. shoulder height and do not move. Eyes remain focused on the
ground 5 10 m ahead.
Go!: Use arms to push off and build momentum. Move body
from a 45 angle to a vertical, upright stance gradually.
I
8
Student Resource 2: Track and Field Self-Assessment of Participation
Run, Jump and Throw
Name: Date:
Draw an arrow on the target indicating the level of participation and effort you demonstrated during this lesson:
Level 1 : I wasnt active and took regular breaks.
Level 2 : I was mostly active, but I had to be reminded to keep on task.
Level 3 : I was active, but stopped a few times.
Level 4 : I was active to the best of my ability for the whole class.
With an X, indicate where you would like to be next class in terms of participation. What will you do differently in order to get there?
Level 1: Limited
Level 2: Some
Level 3: Considerable
Level 4: High degree
I
8
Student Resource 3: Exit Card
Run, Jump and Throw
EXIT CARD
Name: Date:
1. Before the end of this unit, I want to learn more about:
2. I am having trouble with:
3. I need A) more practice B) more explanation C) both
4. I am enjoying this about our track and field unit:
I
8
Student Resource 4: Grade 8 Track And Field Log Sheet
Run, Jump and Throw
Name: Date:
Task:
1. Practice each event at least once during this unit.
2. Record your activity/performance at each station, as well as how you felt performing the activity.
3. Complete the log sheet during each class and hand it in at the end of each class.
Date and
Level of 100m 200m 400 m 800 m 1500m Relay 1 Relay 2 Shot Put
Participation*
*Level of Active Participation: For each class, rate your level of participation from 1 4, where 1 = little or no active participation
and 4 = maximum participation.
I
8
Student Resource 4: Grade 8 Track And Field Log Sheet
Run, Jump and Throw
Task:
1. Practice each event at least once during this unit.
2. Record your activity/performance at each station, as well as how you felt performing the activity.
3. Complete the log sheet during each class and hand it in at the end of each class.
Date and
Level of Long Jump Triple Jump High Jump Shot Put Football Throw
Participation*
*Level of Active Participation: For each class, rate your level of participation from 1 4, where 1 = little or no active participation
and 4 = maximum participation.
I
8
Student Resource 5: Exit Card
Run, Jump and Throw
EXIT CARD
Name: Date:
One skill I worked on in this lesson was
By breaking down my performance and focusing on it, I realized that to improve

my performance I need to
I am proud of myself because
I

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8

Teacher Resource 1: Active Living and Living Skills Anecdotal

Understands strengths and needs Participates actively in all physical activities

Participates in sustained moderate to vigorous level for 20

Applies safety rules and safety procedures while participating

in a variety of physical activities

demonstration of Talk Test.

Was able to run effectively with eyes

Still Working Still Working Still Working

Ophea 2015 I I H&PE Curriculum Support Resource

Still Working Still Working Still Working

Ophea 2015 I I H&PE Curriculum Support Resource

Still Working Still Working Still Working

Ophea 2015 I I H&PE Curriculum Support Resource

Still Working Still Working Still Working

Ophea 2015 I I H&PE Curriculum Support Resource

Stage of Jump Watch For (Donts): Tip:

Practise approach run with and without

Practise run-up so length of steps can remain

Emphasize a short approach and using full

Practice short approach and jump over a low

Practise standing jumps, reaching legs over

Practise an exaggerated forward extension on

Cue words that may be helpful:

extending legs in the air, upward and forward.

To land, students can visualize sitting with arms reaching forward.

Collapse at the knees: bend knees on landing.

Diagram of body position:

Triple Jump Tips

Stage of Jump Watch For (Donts): Tip:

Shorten approach and practice running

Think of running in the air and hopping for

Practise run, hop and step without the jump.

Practise jumping over low obstacles.

Practise the final leap with an erect upper

Walk through hop, step then jump.

Give at the knees as the heels touch.

Cue words may be helpful:

Keep a tall upper body like youre wearing a brace.

Rhythm: Even rhythm ta-ta-ta or hop-step-jump or even-even-even.

Diagram of foot pattern:

Hop Step Jump

Stage of Jump Watch For (Donts): Tip:

Practise a slower approach with acceleration

Practise approach so that take-off is closer to

Concentrate on keeping upper body erect.

Take-Off leaning into bar. Think about approach with a pop-up so

Practise lifting arms at take-off.

Start with short approach and gradually

Think about vertical jump. Speed from

Stress taking off near the closest upright,

Cue words may be helpful:

Arch back like a rainbow to clear bar.

Land on upper back, perpendicular to bar.

Student Names Got It Still Working on It Got It Still Working on It

Student Names Got It Still Working on It Got It Still Working on It

From a crouch start, run 50 m, trying to give a maximum effort.

Station 1: Success Criteria for Sprints

Always keep shoulders in front of hips.