Pupil Task Cards:Jumping RJTR

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Pupil Task Cards: Introduction

An important part of every child’s cognitive development is to encourage them to explorenew things and use self-guided learning to problem-solve and overcome challenges.

The Pupil Task Cards provide teachers with a useful tool to encourage self-guidedlearning; peer observation; movement understanding; feedback and communication skillsand is a creative way to expand the lesson.

The Pupil Task Cards cover every athletics event and outline the key technical observationpoints for these events. This section also contains Pupil Task Cards for the key movementprinciples of running jumping and throwing (i.e. Agility, Jumping for height, Pull throw, etc.).

Each card provides pupils with a series of challenges and/or questions designed to helpthem develop a greater understanding of each athletics events.

These cards can be used to complement the ‘Pupil Task’ section within each Activity Card.

Introduction to the Pupil Task Cards

Pupil Task Cards can be downloadedor photocopied so as to providesufficient copies for the whole class.

The Pupil Task Cards can be used with any age group, but teachers may wish to adapt howthey use the cards based on the age and the ability of the group.

Teacher Guided: For some pupils, teachers may wish to read out and explain each of thequestions from the Pupil Task Cards and then allow the pupils to practice.

Self-Guided: The teacher hands out a copy of the relevant Pupil Task Cards to pairs orsmall groups and asks them to go and explore the tasks before bringing the whole classback together to discuss what they observed.

The Pupil Task Cards can either be used to complement a Technical Teaching Card,Activity Card or as a standalone activity.

Getting the most from the Pupil Task Cards

PupilTask Card

STAGE 1

PupilTask Card

STAGE 2

PupilTask Card

STAGE 3

PupilTask Card

STAGE 4

Pupil Task Cards: Stages of Progression

The Pupil Task Cardsprovided in this resourcehave been spilt into fourdifferent formats (whichare set out on the right).

These task cards can beeither used in aprogressive order, whichtakes into considerationthe pupil’s increasedunderstanding ofmovement and athleticsskills or used to provide avariety of challenges topupils.

Each card aims tosupport pupils todevelop a greaterunderstanding of theathletics movements andhow to improve these.

It is hoped pupils will alsodevelop their teamwork,communication andsocial skills through therole of both performerand coach.

IntroductionThese pupil task cards replicate those used in primary schools and helpreinforce the key learning principles for this age group. The cards focus onthe foundation movement skills of running, jumping and throwing andencourage pupils to explore how they use their body to run, jump andthrow effectively. These cards are ideal for those pupils new to athleticsevents and/or in the earlier stages of skill development.

The stage 2 pupil task cards help pupils to develop their observation skillsand a basic understanding of the technical points for each athletics event.Each pupil card provides 6 key technical points which pupils can use toobserve each other’s competence. The cards encourage pupils to observetheir peers (either in pairs or small groups) and provide feedback onwhether the pupil achieved the required technical points.

The stage 3 pupil task cards build on the challenges set out in stage 2 byencouraging pupils to observe; analyse; consider potential interventionsand provide feedback. Provided within each task card is a series of technicalpoints, which if observed the pupil must tick. They will then record whatstrengths their partner demonstrated and any suggested areas ofdevelopment, showing a clear level of understanding of the event.

Stage 4 pupil task cards provide pupils with a group task which encouragesthem to look at a series of technical images and consider what technical pointsthey would suggest for each image and share these with the rest of the group.Once the pupils have agreed on some key technical points, they practice theevent using these points and then reflect on whether they need to be refined.This task activity promotes team work, creative thinking and a goodunderstanding of the movement skills and the various athletics events.

Pupil Observation Model

What to look for/ what youneed to know?• The Key Technical Principles for

the event:

• explained by teacher or

• outlined on the Pupil Task Card.

• What your partner(s) wants towork on.

• Previous experience of partner(s).

Evaluation/DiagnosisComparing with the Key TechnicalPrinciples (explained by the teacheror outlined in the Pupil Task Cards):

• What did your partner do well?

• What do they need to work on?

How will you your partnerimprove? • Make the task Simpler or more

Challenging.

• Feedback on one or two observations youmade and how these may be improved.

• Ask you partner what they think they didwell and what they need to work on. Thisencourages them to self-reflect.

Observation (strategy)

• Initially focus on the technique and not thetime they have run, height jumped or distancethrown.

• Consider where is the best place to observe,what you want to see.

• Consider how many times you should watch askill.

When observing start broad and then narrow downyour focus (‘whole body’ to ‘body segments’).

Working with your partner(s):

• Provide instructions and anexplanation on the task outlinedby either your teacher or withinthe Pupil Task Card.

• If required ask teacher forclarification.

• Feedback on specificobservations and providesuggested changes.

• Discuss in groups / pairs whatyou need to do to improve.

• Use questions to check forpartners understanding.

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Jumping: Jumping for Height

In pairs or small groups (3 – 4 pupils per group), find a space to practise Jumping for Height. Explore the following activities and questions, and share your answers and ideas with the rest of the class.

Modelling and Mimicking Think of someone who can jump high. This could be afriend, a member of your family or a famous sportsperson.

In pairs or small groups show each other howyou think you should move your body tojump high.Discuss which movements looked the bestand why. Practise using these movements and see if youfeel you can jump higher. Share with your teacher and the rest of the class, whichmovements you think where the best and why.

Using Your ArmsHow do you use your arms when Jumping forHeight? (You can watch a partner or other classmates to see how they use their arms whenjumping).

In which direction should you swing yourarms when jumping for height? Backwards toupwards or forward to backwards?

Should your arms move quickly or slowly?

Using Your BodyHow do you use your body when Jumping forHeight? (You can watch a partner or other classmates to see how they use their body whenjumping).

Do you keep your body nice and tall whenjumping or do you lean forwards orbackwards?

Using Your LegsHow do you use your legs when Jumping forHeight? (You can watch a partner or other classmates to see how they use their legs whenjumping).

How do you use your legs when taking off(jumping)?

Do you lower your body slightly beforejumping or stay tall?

How do you use your legs to land safely?

How wide should your feet be apart whenlanding, so as to help with balance andcontrol?

PupilTask Card

STAGE 1

Jumping: Jumping for Distance

In pairs or small groups (3 – 4 pupils per group), find a space to practise Jumping for Distance. Explore the following activities and questions, and share your answers and ideas with the rest of the class.

Modelling and Mimicking Think of someone who can jump far. This could be afriend, a member of your family or a famous sportsperson.

In pairs or small groups show each other howyou think you should move your body tojump far.Discuss which movements looked the bestand why. Practise using these movements and see if youcan jump further. Share with your teacher and the rest of the class, whichmovements you think were the best and why.

Using Your ArmsHow do you use your arms when Jumping forDistance? (You can watch a partner or otherclass mates to see how they use their armswhen jumping).

In which direction should you swing yourarms when jumping for distance? Backwardsto forwards or forward to backwards?

Should your arms move quickly or slowly?

Using Your BodyHow do you use your body when Jumping forDistance? (You can watch a partner or otherclass mates to see how they use their body whenjumping).

Do you keep your body nice and tall whenjumping?

Do you lean your body forwards or backwardswhen jumping?

Using Your LegsHow do you use your legs when Jumping forDistance? (You can watch a partner or otherclass mates to see how they use their legswhen jumping).

How do you use your legs when taking off(jumping)?

Do you lower your body slightly beforejumping or stay tall?

How do you use your legs to land safely?

How wide should your feet be apart whenlanding, so as to help with balance andcontrol?

PupilTask Card

STAGE 1

Jumping: Combination Jumps

In pairs or small groups (3 – 4 pupils per group), find a space to practise Combination Jumps. Explore the following activities and questions, and share your answers and ideas with the rest of the class.

Modelling and Mimicking Think of someone who can combine two or more jumpstogether (such as hopscotch). This could be afriend, a member of your family or a famoussports person.

In pairs or small groups show each other howyou think you should move your body tocombine two or more jumps.

Discuss which movements looked the bestand why.

Practise using these movements and see if it is easier tocombine your jumping actions together.

Using Your ArmsHow do you use your arms when combiningjumps? (You can watch a partner or other classmates to see how they use their arms whenjumping).

Do you use your arms differently when youhop, step or jump? If so how?

Using Your BodyHow do you use your body when combiningtwo or more jumps? (You can watch a partner orother class mates to see how they use their bodywhen jumping).

Do you keep your body nice and tall whenjumping?

Do you lean your body forwards or backwardswhen jumping?

Using Your LegsHow do you use your legs when combiningtwo or more jumps? (You can watch a partneror other class mates to see how they use theirlegs when jumping).

Can you change from a hop to a step?

Can you change from a step to a jump?

Can you change from a hop to a jump?

Can you do a hop, step and jump?

What combination is the most challengingand why?

PupilTask Card

STAGE 1

Jumping: Long Jump

Focus forwards not downwards at the take-off board

Drive the free knee forwards

and up

Keep body upright and hips high at take-off

Keep a tall uprightbody position in

flight phase

Land with heels first

Bend the knees(soft knees on

landing)

In pairs or small groupsobserve each other’slong jump technique.After a few practices,discuss what you eachobserved, providingfeedback on the keypoints shown opposite.

If anyone wasunsuccessful in achievingone or more of thesemovements, considerwhat they could do tohelp improve this (i.e. usea short approach or focuson that one element).

Later, share yourfeedback with theteacher on if and how thelong jump techniqueimproved throughoutthe lesson.

The Task

PupilTask Card

STAGE 2

Jumping: Triple Jump

Equal hop, step and jump

phases

Same foot to same foot, to other

foot, to both feet

Use arms to balance leg action

throughout

Extend at the hips, knee and ankle

in all take-offs

Keep a tall, upright body position

in flight phases

Land in pit same as Long Jump

In pairs or small groupsobserve each other’striple jump technique.After a few practices,discuss what you eachobserved, providingfeedback on the keypoints shown opposite.

If anyone wasunsuccessful in achievingone or more of thesemovements, considerwhat they could do tohelp improve this (i.e. usea short approach or focuson that one element).

Later, share yourfeedback with theteacher on if and how thetriple jump techniqueimproved throughoutthe lesson.

The Task

PupilTask Card

STAGE 2

Jumping: High Jump – Scissor Jump

Tall, upright posture throughout

approach

Take off on the outside foot

Keep head and body upright at

take-off

Extend at the hips, knee and ankle

at take-off

Drive the legclosest to the bar

up and over

Take-off leg follows to complete

the jump

In pairs or small groupsobserve each other’sscissor jump technique.After a few practices,discuss what you eachobserved, providingfeedback on the keypoints shown opposite.

If anyone wasunsuccessful in achievingone or more of thesemovements, considerwhat they could do tohelp improve this (i.e. usea short approach or focuson that one element).

Later, share yourfeedback with theteacher on if and how thescissor jump techniqueimproved throughoutthe lesson.

The Task

PupilTask Card

STAGE 2

Jumping: High Jump - Fosbury Flop

Run with good posture on the curve

Final 4-5 strides are on the curve

Stay tall and keep the body

upright at take-off

Extend at the hips, knee and ankle

at take-off

Mid to upper back touches

down first

Push hips upwards to arch

over the bar

In pairs or small groupsobserve each other’shigh jump technique.After a few practices,discuss what you eachobserved, providingfeedback on the keypoints shown opposite.

If anyone wasunsuccessful in achievingone or more of thesemovements, considerwhat they could do tohelp improve this (i.e. usea short approach or focuson that one element).

Later, share yourfeedback with theteacher on if and how thehigh jump techniqueimproved throughoutthe lesson.

The Task

PupilTask Card

STAGE 2

Jumping: Pole Vault - Swing Drills

Top hand is the dominant

hand

Hands shoulderwidth apart

Take-off foot is opposite foot

to the top hand

Drive the free kneeup and forwards at

take-off

Swing down thesame side of the pole

as the top hand

Keep the top arm long through

the swing

In pairs or small groupsobserve each other’s‘plant and swing’ (polevault) technique.

After a few practices,discuss what you eachobserved, providingfeedback on the keypoints shown opposite.

If anyone wasunsuccessful in achievingone or more of thesemovements, considerwhat they could do tohelp improve this (i.e. usea short approach or focuson that one element).

Later, share yourfeedback with theteacher on if and how the‘plant and swing’ (polevault) techniqueimproved throughoutthe lesson.

The Task

PupilTask Card

STAGE 2

Jumping: Long JumpPupil

Task CardSTAGE 3

Uses a fast, controlledrun-up Demonstrates awarenessof the take-off point. Focus is forwards and notdownwards

Can identify preferred take-off legUses a dynamic down and back motion with the foot attake-offDrives the free leg forwards & up at take-off

Holds the free legparallel in flightKeeps the bodyupright

Common Technical Faults Potential Corrections1. Slows down before the take-off board Use a take-off zone to create a bigger take-off area. This decreases the need for accuracy.2. Does not drive up at take-off. Encourage an active take-off foot followed by the free knee driving forwards and up.

Extends the legs out in frontat landingLands with heels first,bending knees to absorbmomentum Walks out the end of the pit

Encourage pupilsto use the Pupil

ObservationModel

Click here

Using the information above and your observations,identify two strengths of the pupil you observed.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Based on your recorded observations, identify one area of suggested development and how this could improve performance.

Development: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impact: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Approach Take-off Flight Landing

Jumping: Triple Jump (Approach & Hop)Pupil

Task CardSTAGE 3

Uses a fast, controlled run-up Demonstrates awareness ofthe take-off point. Focuses is forwards and notdownwards

Pulls foot down and backat take-offKeeps hips high at take-offDrives the free knee upand forwards

Keeps body upright Use arms to maintainbalanceBrings take-off leg throughwith thigh parallel to theground

Common Technical Faults Potential Corrections1. Uses too big a hop in the initial phase Use cones to mark out three equal spaces for the hop, step and jump phase.2. Over reaches between hop, step and jump phases Use the same approach as above. Bring the cones closer to ensure no overreaching.

Brings the foot down actively into next ‘step’phaseUses arms to maintain balanceFully extends the hip, knee and ankle at steptake-off

Encourage pupilsto use the Pupil

ObservationModel

Click here

Using the information above and your observations,identify two strengths of the pupil you observed.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Based on your recorded observations, identify one area of suggested development and how this could improve performance.

Development: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impact: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Approach Hop: take-off Hop: flight Landing & Step: take-off

Jumping: Triple Jump (Step & Jump)Pupil

Task CardSTAGE 3

Lands with a flat foot pullingbackwardsUses the arms to balance the legsDrives the knee high Holds the thigh parallel toground during flight

Fully extends hip, knee and ankle at take-offDrives free knee forwards and up

Pulls arms throughhigh above the head

Common Technical Faults Potential Corrections1. Uses too big a hop in the initial phase Use cones to mark out three equal spaces for the hop, step and jump phase.2. Over reaches between hop, step and jump phases Use the same approach as above. Bring the cones closer to ensure no overreaching.

Extends the legs out infront at landingLands with heels first,bending knees to absorbmomentum Walks out the end of thepit

Encourage pupilsto use the Pupil

ObservationModel

Click here

Using the information above and your observations,identify two strengths of the pupil you observed.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Based on your recorded observations, identify one area of suggested development and how this could improve performance.

Development: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impact: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Step: flight Jump: take-off Jump: flight Jump: landing

Jumping: High Jump (Scissors)Pupil

Task CardSTAGE 3

Approaches at an angle ofapproximately 30˚Uses a run-up of roughly 3 or 5stridesKeeps the head and upper bodyupright

Takes off using the outside footDrives the leg closest to the barup and over the bar Keeps the body tall at take-off

Keeps the leg bent whenclearing the barSide-steps over the bar in ascissor motionKeeps the body tall in the flightphase

Common Technical Faults Potential Corrections1. Hurdles the bar as opposed to using scissors action Ensure the angle of the run up is approximately 30˚. Encourage taking off on the outside foot.2. Slows down prior to take-off Decrease the length of the run up (initially). Provide a take-off target area.

Lands on the feetDrives the take-off foot downand back to complete thelanding

Encourage pupilsto use the Pupil

ObservationModel

Click here

Using the information above and your observations,identify two strengths of the pupil you observed.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Based on your recorded observations, identify one area of suggested development and how this could improve performance.

Development: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impact: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Approach Take-off Flight Landing

Jumping: High Jump (Fosbury Flop)Pupil

Task CardSTAGE 3

Runs tall, with correct uprightposture Leans at the ankle and not waistaround the curveAt take-off, the foot pointstowards the back corner of thehigh jump bed

Drives up at take-off, extendingat the hip, knee and ankleStays tall and keep the bodyupright during take-offDrives the inside knee upwardsto 90°, then stretch the bodyafter take-off

Pushes the hips upwards to archover the bar. Shows timing and good spatialawareness to clear the barLifts the legs clear of the bar

Common Technical Faults Potential Corrections1. Leans at waist as opposed to ankle in the run-up Use figure of eight and bend running drills to help practice leaning at the ankle when using a run-up.2. Leans into the bar too early at take-off Drive up as high as possible prior to leaning into the jump. Focus on driving the inside knee upwards.

Lands safely with the mid toupper back touching down first

Encourage pupilsto use the Pupil

ObservationModel

Click here

Using the information above and your observations,identify two strengths of the pupil you observed.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Based on your recorded observations, identify one area of suggested development and how this could improve performance.

Development: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impact: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Approach Take-off Flight Landing

Jumping: Pole Vault (Swing Drills)Pupil

Task CardSTAGE 3

Top hand grips the poleat maximum reach, whenthe pole is held verticalHands are shoulderwidth apart

Take-off foot is opposite foot to top handDrives the free knee up and forwards attake-offExtends the take-off leg at the hip, kneeand anklePushes the pole to vertical

Swings down the same side of the pole asthe top handKeeps top arm long throughout the swingKeeps the body tall and upright in theswing flightSwings with control deep into the pit

Common Technical Faults Potential Corrections1. Does not keep the top arm long Ensure the top hand grip is high and remains high. Starting the jump from a box may help.2. Pole falls off to one side in swing phase Drive knee forwards and upwards. Teacher may act as a spotter to assist the flight of the pole in the swing phase.

Uses a soft controlledlanding, running out ofthe swing

Encourage pupilsto use the Pupil

ObservationModel

Click here

Using the information above and your observations,identify two strengths of the pupil you observed.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Based on your recorded observations, identify one area of suggested development and how this could improve performance.

Development: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impact: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grip Take-off Swing (flight) Landing

Jumping: Long JumpPupil

Task CardSTAGE 4

Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the long jump.a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage).b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below.c. Now perform several long jumps into a pit.d. After a few practices, reflect on whether your group needs to change the suggested Technical Points?

Approach Take-off Flight Landing

Jumping: Triple Jump (Approach & Hop)Pupil

Task CardSTAGE 4

Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform a triple jump.a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage).b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below.c. Now perform several jumps into a pit.d. After a few practices, reflect on whether your group needs to change the suggested Technical Points?

Approach Hop: take-off Hop: flight Landing & Step: take-off

Jumping: Triple Jump (Step & Jump)Pupil

Task CardSTAGE 4

Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform a triple jump.a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage).b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below.c. Now perform several jumps into a pit.d. After a few practices, reflect on whether your group needs to change the suggested Technical Points?

Step: flight Jump: take-off Jump: flight Jump: landing

Jumping: High Jump (Scissors)Pupil

Task CardSTAGE 4

Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the scissor jump technique whenundertaking the high jump.a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage).b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below.c. Now perform several jumps using the scissor technique.d. After a few practices, reflect on whether your group needs to change the suggested Technical Points?

Approach Take-off Flight Landing

Approach Take-off Flight Landing

Jumping: High Jump (Fosbury Flop)Pupil

Task CardSTAGE 4

Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the Fosbury flop technique whenundertaking the high jump.a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage).b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below.c. Now perform the Fosbury flop several times.d. After a few practices, reflect on whether your group needs to change the suggested Technical Points?

Jumping: Pole Vault (Swing Drills)Pupil

Task CardSTAGE 4

Technical Point 1 Technical Point 2 Technical Point 3 Technical Point 4

Grip Take-off Swing (flight) Landing

Group Goal: To give and receive feedback between members of your group to help each of you in your ability to perform the pole vault (swing drills).a. Look at the pictures below as a group and think individually what the Technical Points in each phase would be for 1 minute (no talking at this stage).b. Next share your ideas as a group, taking it in turns to give and discuss ideas. Come to a common agreement and note the suggested Technical Points below.c. Now perform several swing drills into a pit.d. After a few practices, reflect on whether your group needs to change the suggested Technical Points?