1. Develop as a small group either a run, jump or throwing event
2. Choose appropriate distance, equipment, time and space
3. Teach event to another group

Skill Development: Teaching STEP principle

1. I can describe aspects of the STEP principle
2. I can choose appropriate equipment for my chosen event
3. I can work with others to plan an athletics event

Think about important aspects needed to plan an event

L Speak confidently and with clarity to teach my event to others

N Measure/time runs, jumps and throws with accuracy

Ball Tag– The game’s objective is to avoid being tagged by the tagger. Split the class in half and have two games of 15. Each group has one person who is the ‘tagger’; each group has two tennis balls between them. If a player has a tennis ball in their hands, the tagger may not tag them; the players should pass the ball around themselves to help prevent each other from being tagged. If a player is tagged, they must freeze.

Extension: Tagged players become taggers.

The STEP framework in PE was developed to support teaching and learning.  Using STEP is an easy to use approach to adapting, differentiating and extending PE and sports lessons.  STEP has been highly promoted over the past 10 years, including being used in PE teaching resources and CPD courses.  Children use STEP when leading others in programmes such as Young Leaders or Sports Leaders.  STEP has gained in popularity and has been used in so many different ways due to its simplicity.

Event Planning – Thinking about and using the STEP principle, work collaboratively with your group to plan a running, throwing or jumping activity.

The teacher should give each group the same equipment and some space so they can plan the events/activities. Give them a set amount of time to prepare according to time available, once the time is up they should teach their activity to another group and then learn the other group’s activities.

Each group only need to plan one event/activity, so they should choose whether they will design a running, jumping or throwing activity.

Groups could compete in the activities to score points depending on the activities.

It may be helpful to give groups whiteboards and or pen and paper to help them. Can groups make a scorecard that is appropriate to their activities?

Extension: Groups that make more progress can design another event.

• How much space do you require to perform the task safely (when throwing think about the safety issues carefully)
• Mark the area using cones or markers

• Describe the task you want to be carried out
• Choose a task which is achievable
• Make task enjoyable

• Choose equipment appropriate to the task
• Ensure there is sufficient equipment

• Think about the ability and experience of the group
• Select an appropriate number of participants/group sizes
• Adapt tasks for people with special needs

to design a running, jumping or throwing activity for others using the STEP principle.

Teaching the STEP principle

• S = SPACE
• T = TASK
• E = Equipment
• P = People

• Distance for the running event—individual or relay event
• Type of throw and appropriate equipment
• Jumping for height or for distance standing or with run-up
• Space available
• Equipment available
• Splitting children up into small groups to ensure children are not waiting around
• How will you score your event/activity?
• What are the teaching points for your activity?  You must be able to quickly and easily teach it to another group