Track and Field

Unit Plan
6th Grade

Baird Middle School

Ludlow, MA
November 2 November 24, 2015
Brad
Conine

Unit Outcomes
(By the end of the unit, students
will be able to)
Psychomotor
SWBAT:
Perform the start of the 50-yard
dash off of a block with keeping
the back leg bend during at least
1 start by the end of the unit

Reference Content to be taught

MA CF &
NASPE
Standards
by #
MA CF
-block starts
2.9
-baton hand offs

Assessment
(include rubrics,
quizzes, etc. in
written materials
section)
-Check list of
block starting

NASPE
1

SWBAT:
Demonstrate the correct hand
off techniques taught to them in
class when they pass the baton
by the end of the unit

Cognitive
SWBAT:
Improve their score from a pretest given to them about the
mechanic of the relay and 50yard dash and the rules of each
by the end of the unit

MA CF
2.14

Affective
SWBAT:
Respect themselves, others, and
the equipment by staying off the
equipment and showing good
sportsmanship/sportswomanship
throughout the unit

MA CF
2.15

-Track and field info

-Relays
-50-yard dash

Quiz
-pre-test
-post test

NASPE
2
3

NASPE
4
5

Grade Level: 6th grade

Students will play fairly

and be good sports
throughout unit
Students will respect all
equipment used
throughout unit

Unit: Track and Field

8 Class unit

Grading Policy

Grading Policy
Effort (50%)- Student comes to class prepared every day with proper attire and footwear.
Student shows consistent effort and participation. Student follows direction and respects others
throughout entire lesson.
Skill (30%)- Student shows ability to perform the overhand throw every class and show
improvement from the pre-test with the post test.
Knowledge (20%)- Student fill out the Post-test exit slip and also answer questions given to
them as a class during the closures
Each Class for effort
5- Excellent-. Student comes to every class prepared and participates the full time. Student is
listening throughout class and understands what is being said. Student works well with
classmates and respects everyone all the time. Student shows improvement in skill ability from
beginning to end of unit. The student also improves their score from the pre-test.
3- Average- Student comes to most classes prepared and participates over half the time. Student
is listening throughout class. Student works well with classmates and respects everyone some of
the time. Student shows little to no improvement in skill ability from beginning to end of unit.
0- No Participation- Student is unprepared to participate for multiple lessons and needs to sit on
side because of behavior. Student shows no improvement or gets worse in skill ability from
beginning to end of unit and shows no improvement from pre-test.

Results of Assessments

Results of Pre and Post Test

In the pre-test, most students scored super low. Their scores ranged from 0-3.5,
with only one score over 5 points. This was very good because it will easily show
me how well I taught the unit. Almost every student is starting from scratch and
most likely have never been a part of anything related to track and field. The
students that werent here for the re-test ended up not being included because it
wouldve been difficult to have them take it after the unit started, but they still will
take the post test for a grade at the end of the unit, because they were all here for
most of the other classes. The first class I gave the students the full pre-test before
the first day of 50-yard dashes. On the final day of the 50-yard dash I gave the
students the first half of the post-test and the majority scored better on this by itself
than they did on the full pre-test. This shows that my teaching of the 4-point crouch
start was done very well. The second part of the post-test was given at the end of
the relay unit, and this second part was on relays and then 2 questions on general
track and field basic knowledge. One thing I would do differently for this pre-test
would be to do it in 2 parts just like I did with the post-test. Ai wouldve also told
students to not leave any questions blank, because a lot of questions were blank
because this was new content for almost all the students.
For the post-test I was looking for improvement by the students. There was a lot of
room to improve which is a good thing. For the post-test every student improved
on their post-test from their pre-test, and this was by a lot by many of the students.
There were improvements as high as 8.5 points out of 10. This all shows that I
taught the students the content of track and field very well. Over 50% of the
students passed this post-test which is a lot better than only 1 person passing the
pre-test. In the future I would make sure to go over everything sooner, so that
something like a day being cut from the unit wont effect how I need to grade the
test. I lost a day in the unit so one day of classes never learned about what the
anchor was so I used that question as extra credit for the group that learned about
the anchor. This caused 2 students to get over a 100%, which isnt bad, but it
makes it unfair to the students who dont get the chance of an extra credit question
because of not learning the content.

Psychomotor Assessment

Cognitive Assessment
(PRE)

Cognitive Assessment (POST)

Affective Assessment

50-Yard Dash Starts

Crouch 4-point Start
1. On your Marks
a. Place left foot line, left behind right
b. Tow bend for right foot
c. Arms straight
d. Pointer finger and thumb on line making an L (thumbs
pointing to each other)
2. Set
a. Raise hips slightly
b. Knee still slightly bent
c. Shoulder over start line, but hands behind it still
d. Stay still until go
3. Go
a. Push off with hands and explode with head staying down and
naturally moving up

Baton Handoffs
Overhand Exchange
1. Receiving runner
a. hand back with the palm facing up
b. The arm is straight
c. Arm held higher than the hip.
d. Start running slowly when partner says go or when runner
is a couple feet away
2. Hand off runner
a. Use downward sweep to place baton in teammates hand
b. Can say go when the partner needs to start
c. can say stick when they are handing the baton to partner

References

1. MACKENZIE, B. (2001) Sprint Starts [WWW] Available from:

http://www.brianmac.co.uk/sprints/starts.htm [Accessed 29/10/2015]

2. https://en.wikipedia.org/wiki/Track_and_field

3. https://www.youtube.com/watch?v=hxwTerqU1RA

4. http://www.humankinetics.com/excerpts/excerpts/keys-to-secure-a-smooth-batonhandof

5. https://www.youtube.com/watch?v=GBmO0ZitN3g (0:50-2:00)