Schools and Club Athletics - Your guide to the support and resources available for delivering athletics to children and young people in schools ...
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Schools and
Club Athletics
Your guide to the support
and resources available for
delivering athletics to
children and young people
in schools and clubs
Edition 6, January 2015
Contents The Importance of Schools and Clubs
www.englandathletics.org/schools
www.englandathletics.org/clubs
The Importance of Schools and Clubs 3 Delivering a consistently high quality experience of athletics in both school and
Keys to Successful Delivery in Schools and Clubs 4 club environments is fundamentally important to ensuring the lasting success
Delivering Athletics to Young People 6 of the sport. There are many resources available to help you with this delivery.
Measuring Progression 11 This guide tells you more about these and how they can benefit you.
Diagram: A Pathway Towards Senior Success 11 The transfer of an enjoyable experience across these two settings is crucial if
Diagram: The Schools Athletics Wagon Wheel 13 we are both to increase participation levels and, in the longer term, retain
Leaflet: Skills, Competition, Awards 14 young people in the sport and develop the next generation of senior athletics
Teaching Schools Athletics 18 champions. Possibly the best resource available to both clubs and schools is
FAQs 19 each other. Working together means resources can go further and impacts can
be greater.
Leaflet: Teaching Primary Schools Athletics 28
Leaflet: Leading Athletics 30 Secondary to a close working relationship is the realisation that the most
Athletics 365 32 important focus for any partnership of this nature is the young person. The
provision of an all-round, multi-skill based curriculum of athletic activities,
Disability Athletics 36
that will develop fundamental competencies integral to ‘success’ in later
Athletics Awards 37
sporting life, should be a key objective and there are many resources to help
Competition Formats 38
this be achieved.
School Games 40
Athletics provides the basis of physical literacy and in many cases is the
ESAA 42
foundation for other sports. Schools and clubs can work together to provide
Sportshall 43
an introduction to, and progression in, running*, jumping and throwing in
Super6 and Super8 44 their purest forms. The application of various resources to ensure stimulation
Run England 45 and recognition of improvement is encouraged. This booklet provides you with
Run England 3-2-1 47 some pointers to these resources and presents some brief ideas/links that might
Satellite Clubs 49 support you in your quest.
AthleACADEMY 50
Leaflet: AthleACADEMY 51
Diagram: Disabled Athlete Pathway 52 *Running can be adapted for
Leaflet: Courses for teachers, coaches & leaders 53
wheelchair users so the term running
also includes pushing activity and
“Athletics provides
Further Information 56 readers should bear this in mind
throughout this resource and
the basis of physical
supporting material when referring
to ‘running’ activities.
literacy and is the
ABBREVIATIONS & DEFINITIONS foundation for
BA British Athletics
CCSOs England Athletics Club & many other sports”
Coach Support Officers
ESAA English Schools' Athletic
Association Why have we produced
LOC Local Organising Committee this booklet?
Partnership A group or cluster of schools
coming together to compete To help schools and clubs as they
or develop the sport work to encourage more children to
RE Run England participate in regular athletic
SGO School Games Organisers activity and guide them through the
SH Sportshall resources available to them.
2 S8 Super8 3
Delivering athletics effectively
www.englandathletics.org/schools
www.englandathletics.org/clubs
the appropriate equipment needed to run a short format competition,
please visit www.englandathletics.org/schools
We want you to be able to access the support you need to help you in your work.
Knowing the resources available and how they can help you to deliver athletics Gifted & talented: through the school’s gifted and talented
5
effectively and efficiently will make your work easier and more effective. programmes, students can be identified and encouraged to join their
The eight steps listed below do not necessarily have to happen in this order – every local community athletics club, the ideal place to hone raw ability across
project is different – but if applied correctly, then the processes and activities below all the athletics disciplines. For information on your local club please
can help to provide a coordinated development plan linking schools to clubs. visit www.englandathletics.org/clubfinder
Teaching: exposing children to high quality teaching of athletics in Club exit routes: At their local club a school-aged young person will
the curriculum is crucial. This can be achieved through the application meet and work with a variety of induction level, multi-event coaches
6
of the Teaching Primary and Secondary Schools Athletics resource before specialising, typically around the ages of 15 or 16 but this is very
packs. Further fundamental movement skill-based training courses are much dependant on the athlete's maturation and development. The
1
also available from England Athletics. England Athletics also offer an club will provide them and their families with an enjoyable life-shaping
Leading Athletics workshop aimed at parents, volunteers and athletes experience. Socially, the club environment provides a young person with
working with young children, mainly in the club environment. a high quality, safe experience. Travel distances to competition are kept
These courses may be of interest to teachers as well. For further to a minimum and parents are encouraged to get involved as helpers.
information please visit www.englandathletics.org/coursesforschools School clubs or satellite clubs can form a useful transitional stage.
For information on disability athletics teaching resources see TOP
Sportsability – www.topsportsability.com – and Sainsbury’s Active Kids Athlete-centred approach: the school-aged young person can
for All – www.efds.co.uk/resources/sainsbury_s_active_kids_for_all continue to enjoy a consistent experience of school and club athletics in
synergy with each other. By making the most of the available resources
2 7
Awards: recognising student improvement and achievement by there should be little difference in either the quality or delivery of
applying the Athletics Awards Schemes as part of the curriculum. athletics between school and club. Regular contact between both school
After-school multi-sport clubs will also help to link teaching to student and club should ensure that a talented student is not over trained or
achievement. overworked. This partnership is crucial. The student is gradually
introduced to event-specific competition once they have developed their
Leaders: students (in particular those aged 14 to 18) can be engaged all-round athletics foundation skills. These event specific competitions
as young leaders, by attending the Leading Athletics workshop. The can be provided through the formal English Schools’ Athletic Association
Higher / Further Education sector can also support this work in some competition pathway or through athletic club league and cup
cases by providing students to support events. Not only do these competitions.
3
leaders’ workshops provide students with new found skills to document
in their record of achievement, they also help Schools, School Games
8
Organisers and local community athletic clubs / Athletics Networks Long-term athlete development: sustained involvement in the sport,
(www.englandathletics.org/athleticsnetworks), to source young representation at higher levels, lifelong involvement as an athlete,
officials and helpers for cluster competitions and festivals. supporter and volunteer – but steps 1-7 are crucial in helping to get to
For further information on how you can access specific training for your this stage.
students regarding short form competition, or to organise a specific
young officials’ course for your school please visit
Cornerstones of a successful partnership
www.englandathletics.org/schools
u Shared resources – people, facilities, transport, equipment.
Competition: providing opportunities for students to take part in u Appointed leaders from both parties – who ‘owns’ or leads on
4
inclusive competition, to use new skills and to excel in exciting, short each aspect?
format indoor (Sportshall) and outdoor competition. This is often u Clearly communicated objectives – what do we want to do?
delivered most effectively through a formal link with a community
u Clearly defined roles and responsibilities – who will do what?
athletics club. Local schools, Primary Link Teachers and School Games
4 Organisers can help. For further information on how you can access u Is it measurable? – what does success look like? 5
Delivering Athletics to Courses for teachers
www.englandathletics.org/schools
www.englandathletics.org/clubs
u Both Primary and Secondary courses are available for schools and teachers.
School Aged Young People These courses are supported by detailed teaching resources designed to help
apply the practice learnt on course. The England Athletics Education &
Principles of delivery Member Services Team are available to arrange these for you.
u The experience for school aged young people should be high quality. u England Athletics organises a central schedule of courses but can also arrange
bespoke courses for your cluster of schools or partnership should there be a
u Athletics competition at this age should take a maximum of two hours to
demand. Contact info@englandathletics.org or your local coordinator direct:
complete and be team-based and multi-event in nature.
South teachered-south@englandathletics.org
u Athletics skills should be taught to ensure the student grasps the basic Midlands & SW teachered-msw@englandathletics.org
competencies of running, jumping and throwing. North teachered-north@englandathletics.org
u Whole class or mixed delivery is appropriate but it means that differentiation London teachered-london@englandathletics.org
in application is crucial. u Further information on where you can purchase equipment to deliver short
u Delivery to mixed year groups in small school is acceptable. ‘Development form athletics competition visit www.sportshall.org
age’ vs ‘Chronological age’ is key here. u This is a great way of helping teachers deliver more athletics in schools and
u Children develop at different stages – consider the principles of Long-Term help raise the profile and link to your local community club too.
Athlete Development (LTAD) in providing your opportunities. See below pages 28-31 for more information
u Athletics is a late specialisation sport, so don’t put all your eggs into one
basket! Athletics Awards Programmes
u Athletics offers Awards programmes which recognise and rewards every
How might we structure our local athletics competitions? child's (School Years 3-9) personal improvement against a set of performance
u Each club should support or deliver a competition for a cluster of schools at standards. For further information please visit
their venue in early June (School Games Level 2). www.englandathletics.org/schools.
u Each club cluster would produce a winning school that would compete in a After-school clubs opportunity
wider partnership final in late June (School Games Level 2). u All across England many community athletics clubs are engaged in delivering
u The winner of this would also compete in a county final in July (School after-school activities. Often these can be set up by community coaches
Games Level 3). going into school and working with them to establish interest. Satellite clubs
are also an opportunity to work with a local club to offer additional after
Supporting delivery – leaders/activators course (for 14–18 year olds) school activity open to all sectors of the community. Activities can run
u Visit www.englandathletics.org/coursesforschools for details of all our throughout the school year – athletics (indoor or outdoor) is a foundation
course programmes but also to www.sportshall.org for details of the young sport that can be enjoyed 365 days a year!
leaders/activators specific competition courses u These can provide an additional way to keep children engaged once they
u Day-long Assistant Officials’ courses can also be provided for young leaders – have enjoyed the experience of inter-school short form competition and
for further information on these short courses please contact: curriculum-based athletics teaching.
South teachered-south@englandathletics.org
Midlands & SW teachered-msw@englandathletics.org
North teachered-north@englandathletics.org
London teachered-london@englandathletics.org
“Athletics is a late specialisation
sport, so don’t put all your eggs
in one basket!”
6 7
u This approach can encourage more children to join your local community Pathways and clubs involvement – some tips
www.englandathletics.org/schools
www.englandathletics.org/clubs
club coaching programme. u Contact your local England Athletics Club & Coach Support Officer (CCSO)
u Athletics 365 is the recommended coaching resource for delivering after for advice and guidance on getting started – visit
school athletics – see pages 32-35 for details. www.englandathletics.org/your-area for their contact details.
u For those schools that have problems with transport in competing against u Do local clubs offer discounted membership rates for athletes joining from
other schools in their partnership you can use a virtual league format. the schools competition?
The Athletics Awards Schemes provide an ideal model for such work. See u What sessions are available for new members at these clubs?
www.englandathletics.org/schools for more information.
u Do clubs have a range of athletics induction sessions to provide options for
Managing teams in local short form competition busy parents of potential new members?
u A sports teacher attached to each school-club link (sometimes formerly termed u Do clubs have regular competition within the club coaching programme
a Primary Link Teacher) can be responsible for supporting the co-ordination which potential new members can participate in? This is crucial as it provides
of the school athletics team you select and organising transportation to the best opportunity to get children into a club’s coaching programme.
venues, with support from the local School Games Organiser. The exact
nature of arrangements may vary from partnership to partnership however. Community athletics clubs
Sometimes the strength of a club-school partnership may mean that club u Can a club volunteer be available at the local Sportshall or outdoor short
coaches are involved in helping to select and manage school teams. format track & field event to promote club opportunities and provide a
u The local School Games Organiser will often help you to deliver competition friendly face to young athletes, to help with transition to the club?
on the day, but again this will vary from area to area. u Can clubs or networks of clubs provide marketing material (e.g. posters or
leaflets) to help signpost young athletics to induction nights at local
How do you know if it has been a success? athletics clubs?
u The number of school teams that participate in the local cluster competitions. u Athletics networks are clusters of community athletics and running clubs that
u Growing numbers of juniors regularly competing and participating in local work together (and in many cases with schools and colleges) to develop the
community athletics clubs. sport at a local level. One specific priority for networks is to develop
excellent opportunities for young people to start out and stay in athletics
u The number of children retained in club coaching programmes longer term
through the provision of coordinated and appropriate coaching and
(over various timescales).
competition.
u The quality of performance at events and – more importantly – the measure
of improvement by individuals and teams over a period of time!
u The involvement of parents and helpers in delivering school–club link
“Contact your local
activities and supporting community athletics clubs. England Athletics Club &
Coach Support Officer
(CCSO) for advice and
“Athletics – indoor or guidance”
outdoor – can be
enjoyed 365 days
a year!”
8 9
What support is available?
Measuring Progression
www.englandathletics.org/schools
www.englandathletics.org/clubs
u England Athletics works with partners to support schools athletics. Go to
www.englandathletics.org/schools to find out more. To ensure young people are gaining the most from Physical Education lessons
u England Athletics also employs a central Education and Membership Services and are effectively developing their physical literacy, we need to measure their
Team to organise teacher education courses, as well as local Club & Coach progression.
Support Officers (CCSOs) who typically cover two or three counties each. The sport of Athletics (which covers Running*, Jumping and Throwing) is unique
CCSOs are available to support clubs in forming sustainable links with local compared to most other sports in that, as well as measuring a child’s progression
schools. through physical literacy and providing competition, we can also measure their
personal improvement against previously set standards (better known as per-
sonal bests). If a child runs, jumps or throws a certain time, height or distance we
can measure how much they improve when they repeat this task.
“CCSOs are available to The sport of athletics realises in order for a child to improve their personal bests
support clubs in forming and perform better in competition they need to further develop their physical
literacy.
sustainable links with Set out below is the Skills > Awards > Competition Pathway which highlights the
local schools.” opportunities offered through athletics to help children develop their all-round
running, jumping and throwing abilities and overall physical literacy.
Each pathway is designed to be easily adapted for disabled young people and
should be regarded as inclusive activity for all abilities to participate in. Pupils
with physical, sensory and intellectual impairments take part in athletics at all
levels. They can, and should, be integrated into activity alongside non-disabled
pupils.
TOWARDS SENIOR SUCCESS
> COMPETITION
Schools Championships Sportshall
Sportshall
Sportshall Short Form
Short Form Competition Competition Short Form
Competition
Bridging the Gap Cross Country Cross Country
Bridging the Gap summarises the results of a study
commissioned by England Athletics and undertaken by
AWARDS
the Sheffield Hallam International Research Centre,
Athletics Awards Athletics Awards Athletics Awards
with providers, organisers and enablers of youth Schemes Schemes Schemes
athletics in mind.
The report aims to provide insight and understanding,
>
backed by statistical evidence into one of the key
challenges faced by our sport, namely: how do we Teaching Schools
SKILLS
Athletics Athletics 365 Athletics 365
retain as many young athletes in the sport, while also
giving them to best opportunities to succeed as seniors?
Bridging the Gap can be downloaded from the England
Athletics website www.englandathletics.org/schools SCHOOL CLUB COMMUNITY
10 11
Measuring Skill Progression Diagram: The Schools Athletics Wagon Wheel
www.englandathletics.org/schools
www.englandathletics.org/clubs
(Physical Literacy)
In order to help schools and teachers effectively support and measure the pro- N R AIS
gression of their pupils’ physical literacy, athletics has provided a Curriculum of TIO IN G
Delivery for running, jumping and throwing. This curriculum sets out the pro- U CA AC
gressive teaching points for developing the fundamentals of running, jumping EDSchools Athletics HI
L EV
and throwing for primary aged children. These teaching progressions double up A Advisory Group
IC
as physical literacy milestones in a young person’s physical development. For Teacher Education
EM
Curriculum
YS
more information on the Curriculum of Delivery please visit: Workshops
resources for primary
EN
PH
www.ucoach.com/teacher and secondary
T
Physical literacy resources Whole School
Awards scheme to Competition
Measuring Personal Improvement measure outcomes
(Awards and Fitness)
V O L U N TE E RIN G
As well as measuring a young person’s physical literacy, schools and teachers can
Modified School Games Young leaders
& TALENT
also measure a pupil’s personal progressions against previously achieved per- Competition Formats –
Athletics 365 days a year
modules aligned to
formances (better known as Personal Bests). If a pupil runs, jumps or throws bet- short format
ter than they have ever achieved before this is a personal best. To recognise the Power of 10 talent rankings competition
importance of personal progression athletics has developed a series of Awards Schools Cup &
Athletics &
Championship pathway
Programmes. These programmes offer a series of attainment tables on which Running/Fitness
Representative athletics
pupils can both measure their progression and also receive awards (badges and Leader Courses
N
for the talented
certificates) for their personal improvement. For more information on Awards
IT IO
Playground to Podium Athletics 365 Coaching
see the ‘Athletics Awards Programmes’ later in this section. Resource - school-club
&C
inclusive programme Community Athletics
Activators Programme link resource
T
British Athletics Futures
PE
OA
talent programme Satellite Run Jump Throw NGB Coaching
Measuring Progression Against Others
OM
UKSG Clubs & Short Form Awards
CH
Competition
(Competitions)
C
N I
Run England recreational G
Competition provides the opportunity for young people to compare their sport- running programme
ing and physical abilities against each other. In the formative years the focus T Marked running routes on
PA
RT
should be on fun, team based activities and games. Children should be taught EN school and community sites
M IC
IPAT
the importance of fair play and sportsmanship alongside being encouraged to AGE IO N & E N G
strive for personal improvement and achievement. Mass participation should be
encouraged so that no person feels left out and everyone is catered for. Athletics
promotes a multi-event, team based approach to running, jumping and throwing
for primary school aged children. This approach allows every child to experience
running, jumping and throwing and develops a team ethos between young peo-
ple. For more information on fun short form athletics competitions see the ‘Run,
Jump, Throw Competitions for Primary School Children’ later in this section.
*Running can be adapted for wheelchair users so the term running also includes pushing activity and teachers should bear this
12 in mind throughout the resource and supporting material when referring to ‘running’ activities. 13
Leaflet: Skills, Awards, Competition
www.englandathletics.org/schools
www.englandathletics.org/clubs
SKILLS>>>> SKILLS>>>>
AWARDS>>> Develop the basic skill
s required for athletics
other sport – with Athle
tics 365...
– and for every
COMPETITION
Clubs: Athletics 365
Athletics 365 is an exc
iting club syllabus des
coaches and young ath igned to help
letes in clubs develop
and enjoyable future a successful
in athletics.
Athletics 365 is a multi-e
vent development progra
young people, shaped mme for
by the UK Athlete Dev
It introduces the fundam elopment Model.
ental skills of athletics,
vital in every sport. Aim which are
ed primarily at 8-15 yea
easily be adapted for you r olds, it can
nger athletes.
Athletics 365 focuses
not only on how fast or
runs, jumps or throws far someone
but, more importantly
the technical skills invo , on developing
lved and realising their
It also looks at an athlete full potential.
’s physical, mental and
development, as well emotional
as lifestyle and social
considerations.
There are nine progre
ssive stages - denoted
colours - each of which by different
provides athletes with
challenges appropriat new
e to their level of develo
encourages athletes to pment. This
learn all the skills and
athletics, while reinforc events of
ing the importance of
round skill base. Athleti a good all-
cs 365 will help young
develop the skills and people
confidence to excel – not
athletics, but in other only in
sports and life pursuit
s.
For more information
visit www.athletics365
.org
Schools: Teaching Scho
The Teaching Schools ols Athletics
Athletics resources (Pr
and Secondary) suppor imary
t teachers in delivering
athletics activities in
a fun, inclusive engagi
manner. ng
Written by sports and
physical education exp
extensive knowledge and erts with
experience of athletics
schools, clubs and at within
international level. The
Schools Athletics resour Teaching
ces conform to curricu
requirements in Englan lum
ration
Growing the next gene ns
d.
For more information
please visit
www.englandathletic.or
g/schools
of athletics champio
14 15
www.englandathletics.org/schools
www.englandathletics.org/clubs
AWARDS >>>
Reward their achieveme
COMPETITION
nts with badges, score
and certificates from cards
Athletics Awards...
Athletics Awards
Athletics Awards provide
a key element within the
continuum. Outcome-b Skills, Awards, Compet etition
opportunity to assess
ased development awa
rds for young athletes
ition
ir skills wi th a choic e of short-form comp
an individual’s progre provide Test the in mind...
selection tool for athleti
cs competition.
ss and provide ideal preparatio
n and a – all sp ecial ly de signed with young people
Once a young person has formats
effectively, a teacher,
how well they can put
harnessed the basic skil
coach, leader, club hel
ls to perform athlete discipli
per or the athletes the nes
mselves can test out Outdoor Trld ac k & Field schools choose, there
ary
these new found skills
into practice, using eith competition format prim
Sportshall schemes. er the ESAA or Whatever Track & Fie be followed:
principles that should
The awards (complete are a number of basic
with wall charts, score uld be team based
levels of achievement)
can be used to measu
cards, certificates and
badges for different • The competition sho throwing events, compet
itors
specific strands: re performance develop It should offer a mix of running, jumping and
ment in three • iplie
one event in each disc
• Sportshall taking part in at least ropriate format
n followed by a team relay may be an app
• Track & Field • A team quadrathlo more than three.
about two hours, and no
• Endurance • The event should last
For more information
visit
www.esaa.net
www.sportshall.org Super8 r team competition form
at for young people age
d 12+.
An eight-event outdoo hours, ma kin g it ideal for
petition takes just two
This fast and furious com s four track events (sp
rints, hurdles and
bs. It include
both schools and clu
two thro ws (shot and javelin),
(high and long) and ation. It builds team
longer runs), two jumps ima l prepar
easy to deliver with min
plus relays. Super8 is ing the per fect bridge
athletes to develop, form
spirit and encourages form al com pet ition of ‘traditional’ athleti
cs.
the mo re
between QuadKids and
Sportsintrha ll c skills via an exciting
and
oduction to core athleti
A structured to 15.
ng people aged 4
oor competitions for you
innovative series of ind r round introduction to
rtshall has offered a yea ages
For over 30 years, Spo environ me nts . From Infant Agility for
variety of
athletics suitable for a Cha mp ion ship s, Spo rtshall is fun and
Under 15s
4-7, right through to UK come the range of ada
pted
ches and teachers wel
inclusive. Leaders, coa ls ma y be taught . The
with which essential skil
activities and the ease dren and helps build the
fun
strong pathway for chil
programme ensures a you ng spo rtsp ers on’s development.
vital for a
and competitive spirit
letics.org/schools
rma tion visit www.englandath
For more info
Growing the n
ext generation of athletics champions
en
16 17
Teaching Schools Athletics FAQs
www.englandathletics.org/schools
www.englandathletics.org/clubs
(Primary and Secondary) The following Frequently Asked Questions are intended to show how your
school can benefit from accessing the Teaching Resources available.
Why do we need a different approach to teaching athletics
in schools? What teaching resources does athletics provide?
London 2012 Olympic and Paralympic Games were followed by the Glasgow u Athletics has developed a series of resources designed to place running, jumping
2014 Commonwealth Games which between them ignited many children’s and throwing at the heart of school physical education and to support teachers
interest in sport – athletics in particular. There are, however, challenges to in delivering athletic activity in an inclusive, exciting and engaging manner.
making the most of these opportunities as we move towards 2017 when the
World Athletics Championships will be held in London. Given these challenges u The Teaching Schools Athletics resources have been written by sport and
accessing the available resources is more important than ever! physical education experts with extensive experience of teaching and
coaching athletics at school, club and international level.
u Pupils’ lives are now more complex - In a modern world where they often
demand activities to be instantly satisfying, stimulating and challenging, it is u The Teaching Schools Athletics resources have been written to conform to
crucial that we capture the imagination of young people through relevant curriculum requirements in England, Northern Ireland, Scotland and Wales.
athletics activities;
What is the overall focus of these resources?
u Teacher training - Primary school is a key environment in which to develop
the fundamental principles associated with running, jumping and throwing. u To give teachers the skills they need to be confident they are delivering
Yet on teacher training courses primary teachers often only receive between athletics effectively.
5 to 9 hours instruction on how to teach all sports. In addition, far fewer u To bring the sport of athletics to life and make it accessible.
secondary school teachers complete a four-year B.Ed training course and so u To provide teachers with a creative and practical resource that will help them
are not familiar with the technical aspects of all the various events;
encourage and motivate youngsters to participate and achieve in athletics.
u Delivery of athletics at school - Often teachers deliver athletics in the way
u To ensure that athletics is taught in an inclusive and engaging manner, with
that they were taught, with little year-on-year progression, and do not feel
modern approaches that are less reliant on formal didactic delivery and focus
comfortable with teaching the basics;
more on learning.
u Health and Safety regulations - Make it increasingly difficult, particularly in
the secondary environment, for schools to teach the technical events u To ensure all children receive a positive experience of athletics, where the
adequately even if they possess the specialist equipment, which many do not; emphasis is on participation, enjoyment and the acquisition of skills, so that
they maintain interest in the sport.
u Shifting the focus from games - Many secondary school teachers come from
a games background and feel challenged when teaching gymnastics, dance u To create a greater understanding that running, jumping and throwing
and athletics. underpin the vast majority of sports, and ensure children acquire and
u Making school athletics inclusive - Creating a fully inclusive resource will develop these skills throughout their education.
support teachers to engage all their pupils in athletics activity. It will invite u To reach out and appeal to a much wider audience of young people to
more disabled young people into the sport allowing all pupils to participate ensure we have a sustainable number of 16-17 year olds in the sport, who
and create a habit for life through and build teacher confidence in his are committed to competing at senior level.
inclusive approach.
u Traditional provision - Much provision is of a very traditional nature, where Why do schools benefit from delivering athletics?
the perceived need is a focus on measuring performance in order to get u Supporting athletics boosts pupils’ athleticism and so helps them across a
teams out for area, district, and county trials or for school sports days. range of activities.
u Competition - The very narrow athletics focus of only preparing children for u Resources are readily available to help you deliver athletics well.
competitions (where selection is often based on physical maturity) excludes u Good teaching at the very early stages is crucial, along with appropriate
many children from the opportunity of experiencing a wide range of events,
year-on-year progression. It takes time to develop the fundamental skills and
at which they might excel when they grow and develop.
understanding associated with the movements underpinning the ability to
Support is available to help teachers in delivering athletics in a way that is run, jump and throw.
18 enjoyable and effective for the pupils, and therefore rewarding for teachers. 19What can I do to improve athletics in my school? What sort of competitions should we run now?
www.englandathletics.org/schools
www.englandathletics.org/clubs
u Support and encourage others to attend Continuing Professional u England Athletics has developed a national competition framework, which
Development (CDP) through the courses available. The aims are: inclusive advocates specific types of short form athletics competition such as Sportshall
learning methodology; less reliance on developing the performance of an and Super8 (as described below). The framework is in place to ensure that
elite few; and more focus on acquiring skills and understanding. we have a format that better suits the needs of children and young athletes
u This is often achieved by planning lessons based upon delivering activities and integrates well with other competition structures in both the school and
that support the development of how to run, jump of throw, as opposed to club setting.
just doing the events. u Short form competition is also more manageable for the teachers involved in
u Achieving the notion of lesson organisation based upon 15 lines of 2 pupils, delivering it. A shorter time commitment helps make it is easier to find
not 2 lines of 15, ensuring the young person gets as much involvement in people willing to become involved.
activities as they possibly can in the time available. u Children need to learn to compete; it is an essential life skill. However,
u Primary schools teachers are under huge pressure; particularly those charged competition should be team based, inclusive, and framed in terms of
with the role of coordinating school links. We recognise that primary schools personal improvement. Many of the ideas are discussed and explored during
are awash with initiatives, projects and schemes, all of which have to be the CPD courses.
fitted in with the day job. Some partnerships have appointed Primary PE u Many young athletes experience success in our sport because of early
specialists and this may become more common. maturity, but fail to maintain a comparative level of success when they get
u However, Teaching Schools Athletics Resources contain many short, simple older and their peers catch up with them. Helping them identify long-term
activities that can be delivered on a little and often basis throughout the goals, without taking away the enjoyment associated with their current
day. Hold a ‘balance on one-foot’ competition while waiting in a queue for successes, is important. Promising young athletes should be given the choice
example, or use any of the simple warm-up games as the topic for brain of visiting local athletics clubs and the school-club links process is an ideal
breaks. All of the activities develop some aspect of fundamental movement mechanism to facilitate this.
skills and could be delivered throughout the year. u For further information on short form competition, see below pages 43-44.
Why have these competition formats been developed?
“Our Teaching Schools u In recognition that the curriculum is currently stretched and the available
resources/teacher time is limited. Therefore we need to provide an
Athletics Resources
alternative to the longer formats of competition that are enjoyed by those
contain many short, schools with access to good quality traditional athletics facilities, coaching
simple activities that and enhanced networks of community clubs who can help delivery. These
short format competitions introduce the basic running, jumping and
can be delivered on a
throwing activities in a condensed and easy to facilitate version, ensuring the
little and often basis participants can enjoy exposure to all of the athletics activities.
throughout the day.”
What other benefits do the introduction of these formats bring?
u Delivered in 2 hours
u Team sizes can fit into a school mini bus
u Ability to diversify for different abilities and to provide mixed teams
u Can be delivered with minimal athletics experience and can be supported by
young leaders
u Minimal facilities are needed and modified equipment is applied thus reducing
the health and safety issues of the more traditional forms of the sport
u It is possible to involve greater numbers of young people in the sport
20 through applying these formats 21u These formats make the provision of local cluster festivals and events easier about improving performances in every event, every age group (from Under 13)
www.englandathletics.org/schools
www.englandathletics.org/clubs
to organise. and every region throughout the UK. Power of Ten is based around a rankings
system and website (www.powerof10.info) and is certainly making a huge
Do these competition formats apply to both schools and clubs? difference in highlighting current young performers. One of the best uses of the
u Transfer of a high quality experience is fundamental. Many schools and clubs site for young athletes is to help them identify their improvement over time, as
are working together to deliver consistent programmes of activities to school opposed to comparing performances.
aged young people. This should be encouraged. The indoor and outdoor
track & field short formats can be used in both the school and club settings Why do some of my good young athletes fail to progress to
at induction/junior level (Key Stages 2, 3 ,4 in particular). adult level?
There is considerable research to show that performing well as a young
How can we make these a success? athlete is not necessarily a good indicator of them being able to perform as an
u Local School Games Organisers are integral to local level cluster competition adult. There are many reasons for this.
provision. Other resources such as handbooks, websites and scoring tools
Being gifted and talented as an athlete adds different pressure from those who
make the organisation process easier. The involvement of local clubs in
take part in team sports: you have to cope with the pressure of competing as an
selecting teams and organising or hosting events helps the process – and also
individual. Some good athletes find this hard. In addition, some fail to cope with
opens the door to an ‘exit route’ for young people wishing to pursue
failure after significant success as a junior (often a consequence of early maturity).
athletics on a more regular basis.
There is anecdotal evidence of instances of young athletes being pushed too far
Why are schools and clubs focusing on delivering short form too soon. Transitions always make continuity hard: between schools, going to
university etc. There are so many factors involved, and talent only takes you so
competition to priority age groups?
far in athletics. Motivation, perseverance and commitment to training are all
u Capacity of the volunteers, teachers and leaders combined with a tight very important if an athlete is going to make it to the top. Finally, the lives of
curriculum timetable is a key influence here. Athletics is just one of the young athletes are busy and complex, it is sometimes hard to fit it all in.
priority sports involved in the National School Games, so it is difficult to
provide competition for all. Although some partnerships and clubs are How can I inspire young sports people to channel themselves
focusing on specific age groups rather than others in introducing these into athletics rather than other higher-profile sports?
competition formats, it may be possible for some partnerships to move more
Not an easy question to answer, especially with the amount of media coverage
swiftly than others due to their facilities, coaching and teaching capacity etc.
that some sports attract. However, athletics regularly attracts a number of good
Where do young athletes go beyond short form competition? athletes who have left other sports: footballers for instance who often have a
range of natural springing and jumping talent, or gymnasts who are potential
u In schools the English Schools’ Athletic Association provides a competitive
pole-vaulters. The benefit is that they enter the sport older, which is not an issue
and traditional athletics competition pathway (from Key Stage 3 upwards).
to us since some of our most successful current and past athletes came into our
This ‘exit route’ from modified short forms of the sport provides the first
sport in their late teens.
steps towards future glory for many aspiring champions.
Reminding young people that the fundamentals of athletics - running faster,
u In nearly all clubs there will be a programme of more traditional league and
jumping higher or further, and throwing further - will help them in other sports
championship activity provided for those who wish to take part and develop
is also useful. Other sports often bring in athletics coaches to help their talented
their skills. This is normally provided at various levels, from local level
individuals improve these aspects of their performance.
network activity, to county, regional, area and then, for those who really
excel, national level activity. What other advice could I give to a young aspiring athlete?
u For further information on short form competition, see pages 43-44. u Encourage them to join their local athletics club.
How do I know if one of my pupils is really talented? u This very much depends on the age of the athlete: for anyone less than 16
Teachers can use the Athletics Awards Schemes to initially identify where a young we encourage a multi-skills, multi-event approach where they learn and
person sits within the established awards tables. Beyond this a young person’s compete in many different events. Joining a local athletics club is always a
performance can be measured through formal and permitted competition (often positive step, which will allow them to take part in local competitions.
22 in a club) through Power of Ten. Power of Ten, which was launched in 2006, is all 23What is the advice you would give to sports coaches who Throwing an improvised javelin (which could be a size 4 ball) 15m twenty times
www.englandathletics.org/schools
www.englandathletics.org/clubs
come in to deliver out-of-hours school clubs? in a lesson using a sound pull throw technique is a better outcome than
throwing a 400g full size javelin 4m twice. There is little point in young athletes
Our advice would be to take a broad, balanced, fun and varied approach to
jumping over a solid bar 1.2m high onto a high jump bed if they have no
training – focusing on good fundamental movements and skill acquisition
fundamental understanding of how to run up and take off effectively. These
(Athletics 365 would be ideal). Pressures on curriculum delivery mean that
skills can be acquired during enjoyable lessons jumping over low obstacles that
schools do not always have the time to develop fitness adequately, so time
maximise participation levels and help pupils learn skills that are can be
should be spent on enjoyable activities that develop physical conditioning. It is
transferred to many other sports.
very easy to focus purely on the event itself. However, with a little thought and
preparation, sessions can be planned which are engaging and enjoyable, So changing the delivery practice to one with an emphasis on learning
involving pupils in activities that support the development of event skills fundamentals may negate some of the issues associated with Health and Safety.
without the tedium of waiting in long queues. It also has an impact on the facilities required for teaching younger athletes.
However, for those staff working with more accomplished students or those
Do we need to buy specialist athletics equipment to deliver studying GCSE or A level, Health and Safety restrictions present a challenge.
athletics? These are best addressed by presenting a viable risk assessment that
demonstrates how the lesson activity will be delivered in way that ensures all
Money does not have to be an issue. Many of the activities contained in the
needs are met.
Teaching Schools Athletics resources can be delivered with the minimum use of
equipment, or utilises what schools usually have: cones, quoits, chalk for Above all teachers must consider whether or not they feel confident in using
instance. However, having access to low level hurdles, agility ladders, turbo full weight shots, javelins or proper high jump facilities. Bespoke courses are
javelins etc. gives teachers much more scope for multi-activity lessons. Primary now available from England Athletics, which can be event specific, and will
Schools can now utilise the funding provided by the PE and Sport Premium offer allow teachers to gain the precise knowledge they require to deliver the
to promote great use of athletics in schools. School staff should work with local technical modules. The qualifications available, including those specific to
club volunteers and Athletics Networks to form partnerships (particularly with teachers, will advise on the right equipment to use for activities.
clubs) so as to maximise the use of this funding.
How can I ensure that my delivery is more inclusive?
I come from a small school site and we do not have room for Inclusion is a significant aspect of our teaching resources and there are specific
athletics? resources available on the web that will be updated on a regular basis.
Within our grass roots development packages, there are events and activities Each of the athletics activity cards offers ideas on variations and differentiation,
that every school can offer. There is always room for running, jumping and which highlight how activities can be adapted to meet a wide range of needs. In
throwing activities: they are the basis of so many other sports! addition the Youth Sport Trust have developed resources that demonstrate best
practice in the delivery of all sports. Please see the disability athletics section of
How can we deliver athletics when events have been ‘banned’ the England Athletics website at www.englandathletics.org/disabilityathletics
for information on inclusive competition formats.
due to Health and Safety restrictions?
A focus on progression and core skill development will help negate many issues I agree with the ideas behind the athletics teaching resources
relating to health and safety. There are two main aspects to this issue, practice but know that other staff want to deliver in a traditional
and facilities. Traditionally pupils were probably exposed to athletics events way, how do I overcome this challenge?
before they were really ready for them.
Very often traditional delivery is driven by the desire to select a few key
The Teaching Schools Athletics resources takes pupils progressively through a individuals to perform in school competitions. Athletics recognises the value of
range of activities that help them learn and acquire the necessary underpinning competition and the pressures that teachers, parents and the athletes bring to
fundamental movement skills required for a competent performance. Above all performing and winning.
it helps create a sense of achievement and confidence to move on to the next
However, setting up lessons based on constant measurement is not the best
stage. For instance, running fast over low obstacles that, over a period of time
solution to identifying talent. Teachers will be able to use the activities in the
increase in height, provides a good foundation to run over hurdles 68.5cm high.
Teaching Schools Athletics resources to help develop the skills of a whole class
24 25and identify very competent levels of performance at the same time. Time and As a PE/Sport teacher I find that pupils from some primary
www.englandathletics.org/schools
www.englandathletics.org/clubs
distance trials can then take place between the 3-5 most likely and willing schools start secondary school with a high level of skill, but
students. Ask any pupil in a playground who is the best runner, jumper or others come with virtually no knowledge of athletics at all.
thrower in their year group and they will tell you! Will this improve?
We already deliver our athletics in this way, but I want to know There is never going to be 100% coverage across all types of provision. The
how to help them improve their technique, how can I do this? facilities at primary sites vary enormously and external pressure such as the
perceived need to achieve in League tables will inevitably distort delivery of a
All the activities in the Teaching Schools Athletics resources include key learning
proper balanced curriculum. However the resource is making a difference.
points that underpin aspects of running, jumping or throwing technique. In
Feedback data has already identified that the Primary teachers recognise the
addition, the Secondary resource includes a set of ‘how to’ cards that highlight
value of athletics teaching resources and can see it is making an impact. This will
essential aspects of technique that pupils should try to develop. It takes a
only improve as time goes on with an increasing number of pupils entering
considerable amount of time to master some of the technical events and time
secondary schools with high expectations of athletics lessons that are enjoyable,
spent practising will be time well spent, particularly if the pupils have developed
inclusive and focus on maximum participation.
the skills of peer review and can coach each other.
Athletics also offers online includes footage of all the events (with the exception What equipment do I need to host a Teaching Primary Schools
of the hammer that requires specialist facilities), where competent young Athletics course?
athletes are demonstrating drills and activities that can be used during training This will vary but the standard equipment includes:
sessions. These activities are suitable for athletes who have acquired a certain
u 50 Bean Bags (10 x 5 colours)
level of ability, and the level of fitness required to perform the exercises.
However, they do provide teachers and coaches with an insight into the more u Cones x 4 full stacks
technical aspects of the various events. u Coloured bands x 40
u Mini SAQ Hurdles x 20
The pupils that I work with are simply not fit enough to do
athletics. What would you advise? u Hoops (variety of sizes) x 20 – 30
Successful athletes are not only technical competent, but they possess the fitness u Mats x 12 - 15
required for their specific event. It takes time to acquire a high level of fitness, u Chalk
which is why conditioning for athletics should start in September, not April and u Speed Ladders x 4
must be part of an annual fitness development programme. This would not only u Large rubber coloured spots x 20
lead to better performances in Hockey, Rugby, Football etc, it would help reduce
u Small sponge balls x 40
the considerable number of injuries that occur after the long summer break.
u Tennis balls x 40
u Stop Watches x 10
u Speed Bounce Mats x 6
“It takes time u Quoits x 20
to acquire a u Foam Javelins x 20
high level u Basketballs / Footballs / Netballs x 10 of each
of fitness, u Large Sponge Balls x 10
which is why u Shuttlecocks x 20
u Soft Hammers x 10
conditioning
u Light indoor shot puts (e.g. 400g) x 10
for athletics “Athletics is an
u Vortex Howlers
should start in exciting, diverse
26 September.” and vibrant sport.” 27Leaflet: Teaching Primary Schools Athletics
www.englandathletics.org/schools
www.englandathletics.org/clubs
Certificate in Teaching Prima
ry Schoo ls Athletics
Aimed at qualified and trainee
teachers and those supportin
Teaching
RJT
quality sport and physical educ g the management and deliv
ery of high
THROW
RUN ation in primary schools.
This course aims to give teachers
JUMP
and others working in schools
necessary to deliver enjoyabl the knowledge, skills and confi
Primary
e and engaging lessons that dence
participation and increasing focus on encouraging maximum
understanding, skill acquisitio
n, fitness and enjoyment of child
The courses are based on the ren.
NEW Teaching Primary Scho
ols Athletics resource and dem
Schools
teaching progression across Prim onstrate
ary School age groups in both
running, jumping and throwing generic and athletics specific
activities.
The course is mainly practical
in nature and can be delivered
Athletics 24 participants. The course can over either 4 or 6 hours, to a max
also be delivered in whole, over imum of
Course Cost: £650 for 4 hour one day or over two twilight sess
workshop or £750 for 6 hour ions.
candidates). Workshop cost inclu workshop (up to a maximum
des a 290 page resource boo 24
k per candidate, tutor fees and
ool administration fees.
An exciting NEW course for Primary Sch The Resource
letics
Teachers and those wishing to deliver ath The Run, Jump, Throw resource
in curricular and extra-curricular time
has been designed to place
running, jumping and throwing
at the heart of school physical
education and to support teac
hers in delivering athletics activ
tips and ideas: ities
The Course is packed full of useful teaching
in an inclusive, exciting and enga
ging manner.
Run, Jump, Throw embraces
•Interactive and practical course resource focuses upon running,
a child’s natural desire to mov
jumping and throwing, the
e. The
Available in 4 and 6 hours formats
building blocks of athletics, whic
• sports and physical activities
h in turn underpin nearly all othe
. Within this resource teaches
r
• Up to 24 candidates per workshop Resource which includes:
three Teaching Sections cove
•
ring the main stages of developm
will find
ent:
• Each candidate receives an extensive Teacandhing
Lesson Plans •
Ages 5 - 7 Years
Ages 7 - 9 Years
• Several examples of Schemes of Working, jump ing and throwing for
• Ages 9 - 12 Years.
70 Activity cards covering runn
• Over ren Within each of the three Teac
hing Sections teachers will
child aged 5-12 years • Two examples of Schemes of
Work
find:
• Two blocks of six-week Lesson
Plans
• Over 20 Activity Cards covering
progressions of running,
jumping and throwing activities
.
In addition teachers will find
information on How to Measure
pupils progression and improvem a
ent and a series of Support
Cards (including Pupil Cards,
Top Tip Inclusion Cards, Team
and Timed Runs information Relays
cards).
Run, Jump, Throw is written
to conform to the curriculum
requirements in England, Nort
hern Ireland, Scotland and Wale
s.
For further information plea
se visit:
www.englandathletics.org
/teachingathletics
Developed in partnership by:
For details see: www.englan
dathletics.org/teachingath
let ics
g/teachingathletics
For details see: www.englandathletics.or
28 29Leaflet: Leading Athletics
www.englandathletics.org/schools
www.englandathletics.org/clubs
Leading Athletics
Leading Athletics
An exciting new leadership programme
for those Who is it for?
Leading Athletics is an exciting
new leadership workshop
letes
looking to lead activities for young ath
for those looking to lead athle
tics activities for young
athletes. Packed full of useful
tips and ideas, this three
hour workshop is supported
by a Workbook, Support
Resource and a series of Gam
rd features
Packed full of useful tips and ideas, the awa
e Cards which aid delivery.
All content comes in an interact
ive App (the resource is
also available in book format
kshop
Interactive and practical three hour wor
if required).
The Resources
Workbook and Support Resource Supported by a series of inter
Athletics is perfect for anyone
active resources, Leading
wishing to lead an athletics
Set of Game Cards session. A must for those new
include information on the role
to the sport, the resources
s and responsibilities of a
leader, how to lead a fun and
Interactive App and further information on how
inclusive athletics session,
to develop your
leadership skills. Crammed
with ‘Top Tips’ for effective
delivery, the Support Resource
also explores the key
principles of running, jumping
and throwing events
whilst providing technical infor
mation which support
these principles.
The Game Cards
The progressive Game Cards
included in the full support
resource demonstrate how to
set up fun and engaging
activates all designed to help
introduce young athletes to
the fundamentals of running,
jumping and throwing.
The App
The Leading Athletics App com
plements the Leading
Athletics Workshop and allow
s users to interactively deliver
activities and seamlessly link
to other support resources.
For more information visit
www.englandathletics.org/cou
rses -and-bookings
Developed in partnership by:
urses-and-bookings
For details see www.englandathletics.org/co
30 31You can also read
