Lesson

Title/Focus
Subject/Gra
de Level
Unit

Track and Field Stretch

Date

Stretch for Triple Jump Elementary School

Track and Field

LEARNING RESOURCES CONSULTED

Alberta Education Safety Guidelines
https://education.alberta.ca/media/1109586/sg_
physicalactivity.pdf
Textbook: Teaching Physical Education
Today: Canadian Perspectives (Robinson and
Randall, 2014)
http://www.stretchexercises.com/exercises/lower-body/

7 min
Mr. Adam Toth

MATERIALS AND EQUIPMENT

SAFETY GUIDELINES REFERENCED

Supervision Constant visual supervision is

recommended for initial skill
instruction.
On-site supervision is recommended
following initial skill instruction and
after all safety concerns have been
emphasized
Instructional Considerations
When initially preparing students for
triple jump, practice jump sequence
away
From pit, i.e., on grass or in
gymnasium.
Students should refrain from jumping
if there are slippery conditions.
A jumping procedure should be
established, e.g., remove a cone
from the takeoff board when ready.
Equipment/Facilities
Equipment will not be used during
the stretch, but we will ensure to
stay away from the triple jump pit
or any other equipment

Time
Duratio
n
Teache
r

January 28,2015

Watch
Reminder Sheet

SPECIFIC SAFEY CONSIDERATIONS

Stretch should take place away from

equipment, triple jump pit or track
Stretch should take place in a dry,
non slippery open area that is well lit
Stretch should take place in an area
that is large enough for all students
to extend fully and still have leg and
arm room in proximity to other
students
If outdoors weather conditions and
sun exposure should be considered
Students should be encouraged not
to push a stretch to hard Dont push
too hard
Students should be informed that
they will feel muscles tighten and
relax, but not hurt, students should
stop or modify a stretch if it becomes
painful

PROCEDURE
Attention Grabber

Introduction
Call out All Grade 5 Students please gather in a group
in front of me here
Motion to area right in front or me and wait for students
to Gather
Encourage students to gather quickly

Have students gather in a group around me

Expectations for
Learning and Behaviour
Physical Education Lesson Plan

Time

30sec

1 min

Assessment of Prior
Knowledge

Transition to Body
Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Physical Education Lesson Plan

Tallest in the back, shortest in the front

Make sure that you are an arms length away from any
other student
Have students sit down of the floor
Have all students find a window where they can see
the Teacher

Have any of you done triple jump before?

What muscles do we use?
We use our Leg muscles that is what we are going to
stretch right now so we can be prepared to jump our
farthest
Please do as I do and following the stretches I
demonstrate
We will now discuss the Case study Planning and Balancing
Body
Reviewing the Case Study
While stretching turn to a classmate or couple of
classmates and briefly refresh yourself on what the
case study was about.
When Students are done have them look at me and
place their finger on their nose
If students are not done in the one minute tell them
they have 5 more seconds then count backwards
from 5 to zero to regain attention
Stretches
Hands-on-Knees Leg Stretch (Sitting)
Sit down on the floor, knees bent in front of you, the sole of
your feet pressed against each other.
Stretch by pushing down on your knees and hold for several
seconds.
This exercise will stretch your inner thigh muscles.
Side Stretch to Ankles (Sitting)
Sit down on the floor, legs extended and apart from each
other.
Stretch by tilting your upper body towards one foot, bringing
your extended arm towards it and switch sides after holding
for several seconds.
This exercise stretches your back, hamstrings, buttocks and
calf muscles.
Assessment: Observation, watch to ensure that students
are on topic and showing respect for others, use bumps
system of correcting inappropriate behavior
Differentiation: Explain that students who may find the
stretch difficult or painful may modify by not stretching quite
as far.
Small Group Case Study Discussion
Ask students if they think that this is a realistic scenario?
Perhaps ask Brent if this is a realistic scenario?
Ask students to turn to a classmate around them who
they did not talk with when summarizing the article and
discus what they would do if they where in Steves
position.
Explain that I will count down from five when time is
about up, and by the time I get to zero I would like all

30
sec

Time

1 min

2-3
min

eyes back on me and ready o listen

Encourage students to keep eyes on the front and
continue stretching while discussing
Stretches
Hip Sideways Stretch (Sitting)
Sit down on the floor, rotate your upper body to your right,
grab your right leg at the knee while it is slightly bent, foot
across your left leg.
Stretch by pushing on your right leg with your left elbow to
rotate your upper body further. Alternate sides.
This exercise stretches your hips and your back muscles.

Stretch to Ankles (High; Sitting)

Sit down on the floor, legs extended in front of you, knees
slightly bent.
Stretch by titling your upper body forward and bring your
extended arms towards your toes.
This exercise will mainly stretch your back, hamstrings,
buttocks and calf muscles.
Inside Ankle Stretch
Sit with your ankles titled towards each other.
Stretch by tilting your feet towards each other.
This exercise will stretch your ankles.
Outside Ankle Stretch
Sit with your ankles titled away from each other.
Stretch by tilting your feet away from each other.
This exercise will stretch your ankles.

Assessments/ Differentiation

Learning Activity #3

Physical Education Lesson Plan

Hamstring Stretch (low)

Extend your right leg in front of you and bend your left knee
to lower yourself down as far as you can.
Pull your right-foot toes towards you and control the stretch
by putting weight on your hands on the floor as required.
Alternate sides when done.
This exercise stretches your hamstrings and your calf
muscles.
Assessment: Observation, watch to ensure that students
are on topic and showing respect for others, use bumps
system of correcting inappropriate behavior
Differentiation: Explain that students who may find the
stretch difficult or painful may modify by not stretching quite
as far.
Large Group Case Study Discussion
Explain to students that we will now discuss some of the
ideas that we had as a group
For selecting who will share we will use the tattletale
technique. This means that rather then raising your hand
to share a comment, if there was a particularly good
comment shared by someone in your group you would
raise your hand and call on that group member to share
their great idea
Encourage students to show respect and good listening
skills and to keep stretching
Stretches
Step Forward Calf Stretch
Stand on your right foot, knee flexed and extend your left

1-2
min

leg back, both feet pointing forward.

Stretch your calf by trying to rest your left foot flat on the
ground, hold for several seconds and change sides.

Use this exercise to stretch your calf muscles.

Assessments/ Differentiation

Feedback To Students

Transition To Next
Lesson
Reflections from
the lesson

Physical Education Lesson Plan

Front Leg Stretch

Stand on your right leg and hold your left foot with your left
hand behind your buttocks.
Stretch by pulling on your foot and hold for several seconds
before changing sides.

This exercise is excellent at stretching your

quadriceps, located in front of your thighs.

Side Leg Stretch (High)

Spread your legs apart from one another and move your
weight on your left leg, flexing your left knee while keeping
your right leg fully extended.
Stretch by lowering yourself down and hold the stretch
position for several seconds before switching legs.
This exercise will stretch your inner thigh muscles primarily.
Assessment: Observation, watch to ensure that students
are on topic and showing respect for others, use bumps
system of correcting inappropriate behavior
Differentiation: Explain that students who may find the
stretch difficult or painful may modify by not stretching quite
as far.
Closure
Thank students for their participation and comments
Ask for thumbs up if thy learned something or gained a
new insight today
Turn time over to Drew for Tipple jump

Time
5 sec
2sec

Things that Went Well

Talking in Pairs
Students where able to be more engaged with the discussion and
with each other by being broken down into pairs or small groups of
three. I fee l that this was beneficial rather then having 5 or 6
students who usually participate in discussion share their thoughts
all students where required to share their thoughts
Organization of Students
I originally had planned to have all students in the class form a
group around me sitting on the floor, and then move to find a
window so each of them could see as I lead the instruction. When I
got into the gym I noticed that the class was allot larger then I had
anticipated, this may be because I was imaging a group of grade
fours gathered around me then I saw a group of university
students. Noticing that Elyse had a great organization with the
students I decided to just as k them to stay where they where and I
spoke loud enough for all students to hear me.
Progressive Stretching
I chose to have students starting off the stretch seated then move
to a standing position. This enabled students to have maximum
focus and wile talking in small groups then be able to be up and
see everyone while having a large group discussion.
Things to be Improved Upon
Distracted Conversation
At one point I allowed comments of students in the front of the

class to draw way my attention from instructing. I began to have a

quite conversation with only a few of the students in the front. This
left the remainder of the class lost in what they should be doing
and set an example that being focused and on task was not
important during this exercise. Keeping focused on instructions and
directing questions to the attention of the entire class would be a
way to avoid this problem
No way to Asses Discussion
Although the small groups allowed students to have more time to
discuss the case study, it also made it impossible for me to assess
the effectiveness of the small group discussion, as I needed to be
demonstrating stretches at the same time. The discussions could
have been effective in the small groups, and on the other hand
students could have been talking about their weekend and I would
have had no way to tell. Moving forward I think I would want to find
a way to be moving around the groups listening in on
conversations or tell the students that the group discussion would
consist of randomly selecting groups to comment on their
discussion, thus keeping students honest through random
selection.
Limited Response in Large Group
The tattletale response was met with little response by the class,
it may have been more effective with a grade four class just
because of the novelty of tattletaleing may have encouraged
participation, wile at the same time putting students in a situation
where they have to call out their peers may be awkward and cause
students to be reluctant to respond. I think that with a grade four
class it may be something to give a try but have a quick backup if
it not effective.

Physical Education Lesson Plan