LESSON PLAN

CONTEXTUAL DETAILS:
SCHOOL: Jervois Primary School.
LESSON : Physical Education – Athletics.
DATE: Friday 25th May, Week 4.
YEAR LEVEL / AGE RANGE: 6/7
ESTIMATED DURATION OF ACTIVITY: 1 hour.
NO. OF STUDENTS: 21
LOCATION: Classroom and Outside.

High Jump: It is important for students to learn about and perform high jump as it is one of the fundamental events in athletics.
Students of all ages need to learn how to run and jump. In high jump, students are provided with the opportunity to challenge
their running and especially jumping, over a specific height. Students are introduced to new techniques of jumping which are
beneficial to their learning in physical education.
Importance of the teaching and learning sequence: In order for students to perform high jump successfully, it is important for the
teacher to provide students with a number of lead up activities / progressions. This will prepare each students body and mind for
the athletic event ‘high jump’. It is also important for the teacher to explain each technical phase of high jump with key cues to
ensure students are learning correctly and making progress.

Physical Education – Athletics: High Jump.

CURRICULUM OR → Lesson Intention: Students will gain knowledge and understanding about the
LEARNING AREA techniques/key cues they can take on board in order to improve and become successful
with their high jump, jump. Students will have a go at performing the Fosbury Flop
& TOPIC technique. Students will be practicing high jump numerous times to become prepared for
the school sports day and high jump event.

MOVEMENT AND PHYSICAL ACTIVITY:

Moving our body:
BROAD → Use feedback to improved body control and coordination when performing specialised
OUTCOME movement skills in a variety of situations (ACPMP080).
→ Practice, apply and transfer movement concepts and strategies with and without equipment
(ACPMP082).

MOVEMENT AND PHYSICAL ACTIVITY:

Moving our body:
SPECIFIC → Students will gain knowledge and understanding about the techniques and key cues in high
jump.
LEARNING → Students will implement a new technique known as the Fosbury Flop.
OUTCOME/S → Students will take on board the information and constructive feedback to improve their
jumps and become successful in high jump.
→ Students will perform a range of high jump, jumps, to practice for the event on sports day.

STUDENTS’ PRIOR → In the past, students have had prior experience in high jump by undertaking this in other
KNOWLEDGE physical education lessons (in preparation for sports day), and on sports day.

→ PowerPoint Presentation.
→ Ensure PowerPoint slide is → YouTube clip – 2015 top 5
ready to use on the projector. women’s high jump.
PREPARATION / → Ensure the high jump equipment → High Jump equipment: High
is available to use on the day. RESOURCES Jump mat, Pole, and Side bars.
ORGANISATION → Set up the high jump equipment → 10 cones.
and cones outside. → Timer.
→ Students’ running time sheet.
→ Whistle.
 PROCESS RESOURCES
What will I do? What will the students do? What skills and strategies will we use? What behaviour management strategies will I use?

INTRODUCE (BEGINNING):
o Allow students to take a seat in the classroom.
o Put the PowerPoint slide onto the projector for the students to view slide one.
o Inform the students that they will be performing high jump in the physical education
lesson today.
o Before heading outside to undertake the high jump practical, inform the students
that information will be shared about high jump in which they will need to know
about. This involves briefly learning about the progressions and techniques of high
jump.
o Forward the PowerPoint presentation to slide two and read the following
information. This will allow the students to gain an insight as to why the lesson
structure is arranged in the following order.
“In order for students to perform high jump successfully, it is important for the teacher to
provide students with a number of lead up activities / progressions. This will prepare each
students body and mind for the athletic event ‘high jump’. It is also important for the teacher
to explain each technical phase of high jump with key cues to ensure students are learning
correctly and making progress.”
o Forward to slide three, to inform the students about the lead up activities and
progressions.
INSIGHT INTO LEAD UP ACTIVITIES / PROGRESSIONS TO HIGH JUMP:
FOCUS: RUNNING:
o Running in a circle/semi-circle; explain to students that: → PowerPoint
o Everyone will form a line at the beginning point of the circle/semi-circle, and run Presentation.
around following the cones.
o You will get a sense of running around in a curve without jumping onto the mat.
→ Laptop.
o You can increase your speed when travelling towards the mat (be careful of the → Whiteboard
person in front of you). and projector.
10 o Run in both directions. → YouTube video.
MIN FOCUS: SCISSOR KICK:
o Scissor kicking onto the mat standing; explain to the students that:
o Everyone will begin with a run up.
o Perform a scissor kick onto the mat.
o Transfer speed and acceleration upwards to gain height using strength and
stabilisation from ‘plant foot’.
o Swing arms upwards (the arm which is directly above plant foot) to help gain
height and momentum.
o Lift leg closest to the mat upwards to step onto the mat.
o Lift plant foot onto the mat and finish standing, both feet together.
o Perform without the bar, then with the bar.
FOCUS: PREPARATION FOR THE FOSBURY FLOP:
o Jumping and landing on the back; explain to the students that:
o Everyone will form three lines in front of the high jump mat.
o Three students at a time (one person from each line) will stand with their backs
towards the mat.
o Jump backwards off both feet and land on mid to upper back.
o Arms and feet extended.
o Practice without the bar, then with the bar.
FOCUS: PUTTING IT ALL TOGETHER:
o Explain to the students that:
o Everyone will be performing a high jump, jump.
o Keep in mind all the techniques we have talked about during each progression.
→ Forward to slide four, to tell students about the phases and key cues to the high jump
technique they will be focusing upon; Fosbury flop.
“According to the internet there are five types of high jump, jumps, you can perform in high jump.
But today we are going to focus on the Fosbury flop. However, you can perform the scissor kick if
you feel more comfortable doing that in high jump.”
 PHASES and KEY CUES OF THE FOSBURY FLOP:
1. Starting Point - Phase of approach.
Key Cues:
o Push off with take of leg.
o Run in a straight line for 4 steps.
o Build up a consistent running technique and speed.
o Ensure you have a good posture; upright and arms bent when running.

2. Transition – Phase of approach.

Key Cues:
o Transition from straight line into a curve.
o Maintain speed
o Begin lean at ankles.
o Final strides to be fast and hips kept high – you should be near the mat.

3. Take Off.
Key Cues:
o Very last step to be fast.
o 0.5 metres away from the mat.
o Plant foot to be flat down and push off using your LEG STRENGTH.
o Rapid high knee drive of free leg.
o Drive arms to gain momentum in height.
o Both arms swung forwards and upwards with free leg.

4. Flight.
Key Cues:
o Inside knee stays up at bar level.
o Arch back and perform posterior pelvic tilt.
o Heels are pulled back towards head.
o Knees bent and legs apart.
o Arms held high.
o Once hips are over the bar, legs are lobbed over.

5. Landing.
Key Cues:
o Land on mid-upper back.
o Legs and toes pointing upwards.

ENGAGEMENT IN YOUTUBE VIDEO:

→ To reinforce learning about the high jump techniques, show students a video of what
high jump looks like; 2015 Top 5 - [Link]
→ Students will now be commencing their physical education lesson outside, and told to
meet down by the football goal posts for their warm up.

DEVELOP (MIDDLE):
Warm-Up:
→ Ask two or three students to collect the high jump equipment from the sports shed and → High jump mat,
to set up the equipment. bar, and poles.
→ Students will warm-up by performing their three-lap long distance race around the → 10 cones.
oval. The students will be aiming to beat their time they received last lesson. → Timer.
40
MIN → While students are running, place the cones to form a shape of a semi-circle in → Students’
preparation for the lead up activities. running time
sheets.
High Jump:
→ Whistle.
→ Give students a minute to catch their breath and become prepared for their high jump.
→ Students will undertake the three lead-up activities and progressions before putting it
all together to perform their jump.
 1. Students will spend one-minute undertaking the first progression; running in a semi-
circle. Students will need to leave a gap between each other for safety purposes.
Instruct the students to run in the opposite direction to get the feeling of what way feels
like.
2. Students will spend three-minutes scissor kicking onto the mat and into a standing
position. Students can choose which way they want to run but will need to take turns
and be mindful of who is running for safety purposes.
3. Students will spend five-minutes jumping and landing on their back. Students will
form three even lines in front of the high jump mat. Three students at a time (one
person from each line) stand with their backs towards the mat and heels facing, feet
opposite direction. Students will jump backwards off both feet and land on mid to
upper back. Arms and feet extended. Practice without bar, and with the bar.
Students will rotate in their lines.
4. Re-arrange the cones to set up the run way for the high jump, jumps. Students will
spend the rest of the lesson bringing it all together (their techniques and aspects learnt
throughout so far) and perform their high jump, jumps.
→ Ask the students if they remember some of the key cues for the Fosbury Flop. Remind
students about some.
→ Measure the students’ jumps, while observing on their jumping technique and providing
them with constructive feedback.

CONCLUDE (END): → High jump mat,

bar, and poles.
→ Ask three students to volunteer to pack away the high jump equipment into the sports
shed. → 10 cones.
5 → Timer.
MIN → Rest of the class will commence a cool down which will involve stretching and cool down
movements. → Students’
→ Students will form a circle and each student will perform a cool down movement or running time
stretch while the other students in the class follow. sheets.

DIVERSIFICATION:
How will the lesson be modified to support students with specific learning needs and students who complete tasks slowly / quickly?
During the high jump lesson, students are supported with the opportunities to experience lead up and
progressions to their high jump, jump. The lead ups and progressions allow students to prepare their body and
minds for high jump, allow students to improve small aspects of high jump (their running, take off, flight and
landing) and overall become successful with their high jump and technique. Students are also welcome to
perform the scissor kick in high jump, or any other techniques known to them in which they feel most comfortable.

ASSESSMENT OUTCOMES:
What assessment methods will be used to determine whether learning outcomes have been achieved?
Assessment will be undertaken formatively on students’ performance and participation during the high jump
lesson. It is important for all students to participate as this is an athletics event in their sports day. Students will
be given constructive feedback to assist them in any part of high jump to help with their technique.

PLANNING FOR FUTURE LEARNING :

What follow-up learning activity / lesson will be provided for students to build on existing knowledge, skills and understandings, when this area / topic is revisited?

As sports day is coming up, students will be participating in a range of physical activity lessons which incorporate an
athletic event. So far, the year 6/7 class have undertaken shot put, long jump, long distance running and batten relay.
The next athletic events to focus on will be looking closer at the techniques of each event (already looked at), undertaking
sprints, hurdles, discus, obstacle course, tugger-war, 3-legged race, triple jump, and any other event.