Year 2 Run Jump Throw Unit 1 Lesson 2

Learning Intentions

  1. Recognise powerful actions
  2. Explore different ways to generate power to start different actions such as running, jumping, hopping, striding

Skill Development:Creating power with legs to turn

Success Criteria

  1. I can describe the difference between powerful starts and non-powerful starts
  2. I can take part in agility runs using a variety of different movements/actions
  3. I can use power to get better times

National Curriculum Links

Develop agility and power

Literacy and Numeracy Links

Literacy: Describe why you think there were differences in your run times
Numeracy: Timings of Illinois agility runs

Starter Activity

Change

Children should move around the playing area in and out of space. On a teachers command they should respond. During the different commands, children should think about where the power is coming from for them to perform the command.
Commands:

  • 1 Children should touch the floor then continue running
  • 2 Children should jump off two feet as high as they can then continue running
  • 3 Children should freeze
  • ALL CHANGE Children should change direction.

Skill Development

Knee tag– In pairs, the aim of the game is for children to try and tap the knees of their partner while protecting their knees from being touched. Swap partners so children can play against different children.

Agility Run– Give each pair 5 cones which they should lay out in a small area. When the teacher says go, children should turn their cones over as fast as they can (one turns all cones over then next child turns them all back over) using the power in their legs to get down low to turn them over and then get to the next cone as quickly as they can. Ensure cones are far enough away so that children need to move to cones to keep turning them over.

Activity

Using the set up of cones (a simplified Illinois agility run) as per diagram. The children should work through different movements/actions and start positions exploring which generate more power.

Children should try:running, jumps (two-footed together, two-footed apart), hopping (both feet), striding (big steps).

Children should also practise different start positions:Lying down, in a ready position, facing the wrong way, sitting down, standing straight feet together.

Pairs can time each other and record times for the various movements or starting positions so they can compare which they think generated the most power.

Teaching Points

  1. On the change of direction, children should use the power in one of their legs to push off the ground and change direction.
  2. Bend knees
  3. Stay low
  4. Use arms to balance and help power in to run
  5. Encourage them to practise this off both legs

Key Questions

  1. Which style of movement generated the most power in the agility runs?
  2. Where do you think the power is generated?
  3. How can you try to get more power from your legs?
  4. Can you think of any reasons why your times may have got slower the more times you ran through the agility run?

Year 2 Run Jump Throw Unit 1 Lesson 2

Chevron Icon

Learning Intentions

  1. Recognise powerful actions
  2. Explore different ways to generate power to start different actions such as running, jumping, hopping, striding

Skill Development:Creating power with legs to turn

Chevron Icon

Success Criteria

  1. I can describe the difference between powerful starts and non-powerful starts
  2. I can take part in agility runs using a variety of different movements/actions
  3. I can use power to get better times
Chevron Icon

National Curriculum Links

Develop agility and power

Chevron Icon

Literacy and Numeracy Links

Literacy: Describe why you think there were differences in your run times
Numeracy: Timings of Illinois agility runs

Year 2 Run Jump Throw Unit 1 Lesson 2

Chevron Icon

Starter Activity

Change

Children should move around the playing area in and out of space. On a teachers command they should respond. During the different commands, children should think about where the power is coming from for them to perform the command.
Commands:

  • 1 Children should touch the floor then continue running
  • 2 Children should jump off two feet as high as they can then continue running
  • 3 Children should freeze
  • ALL CHANGE Children should change direction.
Chevron Icon

Skill Development

Knee tag– In pairs, the aim of the game is for children to try and tap the knees of their partner while protecting their knees from being touched. Swap partners so children can play against different children.

Agility Run– Give each pair 5 cones which they should lay out in a small area. When the teacher says go, children should turn their cones over as fast as they can (one turns all cones over then next child turns them all back over) using the power in their legs to get down low to turn them over and then get to the next cone as quickly as they can. Ensure cones are far enough away so that children need to move to cones to keep turning them over.

Chevron Icon

Activity

Using the set up of cones (a simplified Illinois agility run) as per diagram. The children should work through different movements/actions and start positions exploring which generate more power.

Children should try:running, jumps (two-footed together, two-footed apart), hopping (both feet), striding (big steps).

Children should also practise different start positions:Lying down, in a ready position, facing the wrong way, sitting down, standing straight feet together.

Pairs can time each other and record times for the various movements or starting positions so they can compare which they think generated the most power.

Teaching Points

  1. On the change of direction, children should use the power in one of their legs to push off the ground and change direction.
  2. Bend knees
  3. Stay low
  4. Use arms to balance and help power in to run
  5. Encourage them to practise this off both legs

Key Questions

  1. Which style of movement generated the most power in the agility runs?
  2. Where do you think the power is generated?
  3. How can you try to get more power from your legs?
  4. Can you think of any reasons why your times may have got slower the more times you ran through the agility run?