Schools andClub AthleticsYour guide to the supportand resources available fordelivering athletics tochildren and young peoplein schools and clubs

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The Importance of Schools and ClubsDelivering a consistently high quality experience of athletics in both school andclub environments is fundamentally important to ensuring the lasting successof the sport. There are many resources available to help you with this delivery.This guide tells you more about these and how they can benefit you.

The transfer of an enjoyable experience across these two settings is crucial if we are both to increase participation levels and, in the longer term, retainyoung people in the sport and develop the next generation of senior athleticschampions. Possibly the best resource available to both clubs and schools is each other. Working together means resources can go further and impacts canbe greater.

Secondary to a close working relationship is the realisation that the mostimportant focus for any partnership of this nature is the young person. Theprovision of an all-round, multi-skill based curriculum of athletic activities, that will develop fundamental competencies integral to ‘success’ in latersporting life, should be a key objective and there are many resources to helpthis be achieved.

Athletics provides the basis of physical literacy and in many cases is thefoundation for other sports. Schools and clubs can work together to provide an introduction to, and progression in, running*, jumping and throwing in their purest forms. The application of various resources to ensure stimulationand recognition of improvement is encouraged. This booklet provides you withsome pointers to these resources and presents some brief ideas/links that mightsupport you in your quest.

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ContentsThe Importance of Schools and Clubs 3Keys to Successful Delivery in Schools and Clubs 4Delivering Athletics to Young People 6Measuring Progression 11

Diagram: A Pathway Towards Senior Success 11Diagram: The Schools Athletics Wagon Wheel 13Leaflet: Skills, Competition, Awards 14

Teaching Schools Athletics 18FAQs 19Leaflet: Teaching Primary Schools Athletics 28Leaflet: Leading Athletics 30

Athletics 365 32Disability Athletics 36Athletics Awards 37Competition Formats 38

School Games 40ESAA 42Sportshall 43Super6 and Super8 44

Run England 45Run England 3-2-1 47

Satellite Clubs 49AthleACADEMY 50

Leaflet: AthleACADEMY 51Diagram: Disabled Athlete Pathway 52Leaflet: Courses for teachers, coaches & leaders 53Further Information 56

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Why have we producedthis booklet?To help schools and clubs as theywork to encourage more children toparticipate in regular athleticactivity and guide them through theresources available to them.

ABBREVIATIONS & DEFINITIONSBA British AthleticsCCSOs England Athletics Club &

Coach Support OfficersESAA English Schools' Athletic

AssociationLOC Local Organising CommitteePartnership A group or cluster of schools

coming together to competeor develop the sport

RE Run EnglandSGO School Games OrganisersSH SportshallS8 Super8

“Athletics providesthe basis of physicalliteracy and is thefoundation formany other sports”

*Running can be adapted forwheelchair users so the term runningalso includes pushing activity andreaders should bear this in mindthroughout this resource andsupporting material when referringto ‘running’ activities.

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the appropriate equipment needed to run a short format competition,please visit www.englandathletics.org/schools

Gifted & talented: through the school’s gifted and talentedprogrammes, students can be identified and encouraged to join theirlocal community athletics club, the ideal place to hone raw ability acrossall the athletics disciplines. For information on your local club please visit www.englandathletics.org/clubfinder

Club exit routes: At their local club a school-aged young person willmeet and work with a variety of induction level, multi-event coachesbefore specialising, typically around the ages of 15 or 16 but this is verymuch dependant on the athlete's maturation and development. Theclub will provide them and their families with an enjoyable life-shapingexperience. Socially, the club environment provides a young person witha high quality, safe experience. Travel distances to competition are keptto a minimum and parents are encouraged to get involved as helpers.School clubs or satellite clubs can form a useful transitional stage.

Athlete-centred approach: the school-aged young person cancontinue to enjoy a consistent experience of school and club athletics insynergy with each other. By making the most of the available resourcesthere should be little difference in either the quality or delivery ofathletics between school and club. Regular contact between both schooland club should ensure that a talented student is not over trained oroverworked. This partnership is crucial. The student is graduallyintroduced to event-specific competition once they have developed theirall-round athletics foundation skills. These event specific competitionscan be provided through the formal English Schools’ Athletic Associationcompetition pathway or through athletic club league and cupcompetitions.

Long-term athlete development: sustained involvement in the sport,representation at higher levels, lifelong involvement as an athlete,supporter and volunteer – but steps 1-7 are crucial in helping to get tothis stage.

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Teaching: exposing children to high quality teaching of athletics inthe curriculum is crucial. This can be achieved through the applicationof the Teaching Primary and Secondary Schools Athletics resourcepacks. Further fundamental movement skill-based training courses arealso available from England Athletics. England Athletics also offer anLeading Athletics workshop aimed at parents, volunteers and athletesworking with young children, mainly in the club environment.

These courses may be of interest to teachers as well. For furtherinformation please visit www.englandathletics.org/coursesforschools

For information on disability athletics teaching resources see TOPSportsability – www.topsportsability.com – and Sainsbury’s Active Kidsfor All – www.efds.co.uk/resources/sainsbury_s_active_kids_for_all

Awards: recognising student improvement and achievement byapplying the Athletics Awards Schemes as part of the curriculum.After-school multi-sport clubs will also help to link teaching to studentachievement.

Leaders: students (in particular those aged 14 to 18) can be engagedas young leaders, by attending the Leading Athletics workshop. TheHigher / Further Education sector can also support this work in somecases by providing students to support events. Not only do theseleaders’ workshops provide students with new found skills to documentin their record of achievement, they also help Schools, School GamesOrganisers and local community athletic clubs / Athletics Networks(www.englandathletics.org/athleticsnetworks), to source youngofficials and helpers for cluster competitions and festivals.

For further information on how you can access specific training for yourstudents regarding short form competition, or to organise a specificyoung officials’ course for your school please visitwww.englandathletics.org/schools

Competition: providing opportunities for students to take part ininclusive competition, to use new skills and to excel in exciting, shortformat indoor (Sportshall) and outdoor competition. This is oftendelivered most effectively through a formal link with a communityathletics club. Local schools, Primary Link Teachers and School GamesOrganisers can help. For further information on how you can access 54

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Delivering athletics effectivelyWe want you to be able to access the support you need to help you in your work.Knowing the resources available and how they can help you to deliver athleticseffectively and efficiently will make your work easier and more effective.

The eight steps listed below do not necessarily have to happen in this order – everyproject is different – but if applied correctly, then the processes and activities belowcan help to provide a coordinated development plan linking schools to clubs.

Cornerstones of a successful partnership u Shared resources – people, facilities, transport, equipment.

u Appointed leaders from both parties – who ‘owns’ or leads on each aspect?

u Clearly communicated objectives – what do we want to do?

u Clearly defined roles and responsibilities – who will do what?

u Is it measurable? – what does success look like?

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Courses for teachers u Both Primary and Secondary courses are available for schools and teachers.

These courses are supported by detailed teaching resources designed to helpapply the practice learnt on course. The England Athletics Education &Member Services Team are available to arrange these for you.

u England Athletics organises a central schedule of courses but can also arrangebespoke courses for your cluster of schools or partnership should there be ademand. Contact info@englandathletics.org or your local coordinator direct:

South teachered-south@englandathletics.org Midlands & SW teachered-msw@englandathletics.orgNorth teachered-north@englandathletics.org London teachered-london@englandathletics.org

u Further information on where you can purchase equipment to deliver shortform athletics competition visit www.sportshall.org

u This is a great way of helping teachers deliver more athletics in schools andhelp raise the profile and link to your local community club too.

See below pages 28-31 for more information

Athletics Awards Programmesu Athletics offers Awards programmes which recognise and rewards every

child's (School Years 3-9) personal improvement against a set of performancestandards. For further information please visitwww.englandathletics.org/schools.

After-school clubs opportunityu All across England many community athletics clubs are engaged in delivering

after-school activities. Often these can be set up by community coachesgoing into school and working with them to establish interest. Satellite clubsare also an opportunity to work with a local club to offer additional afterschool activity open to all sectors of the community. Activities can runthroughout the school year – athletics (indoor or outdoor) is a foundationsport that can be enjoyed 365 days a year!

u These can provide an additional way to keep children engaged once theyhave enjoyed the experience of inter-school short form competition andcurriculum-based athletics teaching.

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Delivering Athletics to School Aged Young PeoplePrinciples of delivery

u The experience for school aged young people should be high quality.

u Athletics competition at this age should take a maximum of two hours tocomplete and be team-based and multi-event in nature.

u Athletics skills should be taught to ensure the student grasps the basiccompetencies of running, jumping and throwing.

u Whole class or mixed delivery is appropriate but it means that differentiationin application is crucial.

u Delivery to mixed year groups in small school is acceptable. ‘Developmentage’ vs ‘Chronological age’ is key here.

u Children develop at different stages – consider the principles of Long-TermAthlete Development (LTAD) in providing your opportunities.

u Athletics is a late specialisation sport, so don’t put all your eggs into onebasket!

How might we structure our local athletics competitions?

u Each club should support or deliver a competition for a cluster of schools attheir venue in early June (School Games Level 2).

u Each club cluster would produce a winning school that would compete in awider partnership final in late June (School Games Level 2).

u The winner of this would also compete in a county final in July (SchoolGames Level 3).

Supporting delivery – leaders/activators course (for 14–18 year olds)

u Visit www.englandathletics.org/coursesforschools for details of all ourcourse programmes but also to www.sportshall.org for details of the youngleaders/activators specific competition courses

u Day-long Assistant Officials’ courses can also be provided for young leaders –for further information on these short courses please contact:

South teachered-south@englandathletics.org Midlands & SW teachered-msw@englandathletics.orgNorth teachered-north@englandathletics.org London teachered-london@englandathletics.org

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“Athletics is a late specialisationsport, so don’t put all your eggsin one basket!”

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Pathways and clubs involvement – some tipsu Contact your local England Athletics Club & Coach Support Officer (CCSO)

for advice and guidance on getting started – visitwww.englandathletics.org/your-area for their contact details.

u Do local clubs offer discounted membership rates for athletes joining fromthe schools competition?

u What sessions are available for new members at these clubs?

u Do clubs have a range of athletics induction sessions to provide options forbusy parents of potential new members?

u Do clubs have regular competition within the club coaching programmewhich potential new members can participate in? This is crucial as it providesthe best opportunity to get children into a club’s coaching programme.

Community athletics clubsu Can a club volunteer be available at the local Sportshall or outdoor short

format track & field event to promote club opportunities and provide afriendly face to young athletes, to help with transition to the club?

u Can clubs or networks of clubs provide marketing material (e.g. posters orleaflets) to help signpost young athletics to induction nights at local athletics clubs?

u Athletics networks are clusters of community athletics and running clubs thatwork together (and in many cases with schools and colleges) to develop thesport at a local level. One specific priority for networks is to developexcellent opportunities for young people to start out and stay in athleticsthrough the provision of coordinated and appropriate coaching andcompetition.

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u This approach can encourage more children to join your local communityclub coaching programme.

u Athletics 365 is the recommended coaching resource for delivering afterschool athletics – see pages 32-35 for details.

u For those schools that have problems with transport in competing againstother schools in their partnership you can use a virtual league format. The Athletics Awards Schemes provide an ideal model for such work. Seewww.englandathletics.org/schools for more information.

Managing teams in local short form competitionu A sports teacher attached to each school-club link (sometimes formerly termed

a Primary Link Teacher) can be responsible for supporting the co-ordinationof the school athletics team you select and organising transportation tovenues, with support from the local School Games Organiser. The exactnature of arrangements may vary from partnership to partnership however.Sometimes the strength of a club-school partnership may mean that clubcoaches are involved in helping to select and manage school teams.

u The local School Games Organiser will often help you to deliver competitionon the day, but again this will vary from area to area.

How do you know if it has been a success?u The number of school teams that participate in the local cluster competitions.

u Growing numbers of juniors regularly competing and participating in localcommunity athletics clubs.

u The number of children retained in club coaching programmes longer term(over various timescales).

u The quality of performance at events and – more importantly – the measureof improvement by individuals and teams over a period of time!

u The involvement of parents and helpers in delivering school–club linkactivities and supporting community athletics clubs.

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“Athletics – indoor oroutdoor – can beenjoyed 365 days a year!”

“Contact your localEngland Athletics Club &Coach Support Officer(CCSO) for advice andguidance”

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What support is available?u England Athletics works with partners to support schools athletics. Go to

www.englandathletics.org/schools to find out more.

u England Athletics also employs a central Education and Membership ServicesTeam to organise teacher education courses, as well as local Club & CoachSupport Officers (CCSOs) who typically cover two or three counties each.CCSOs are available to support clubs in forming sustainable links with localschools.

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Bridging the Gap Bridging the Gap summarises the results of a studycommissioned by England Athletics and undertaken bythe Sheffield Hallam International Research Centre,with providers, organisers and enablers of youthathletics in mind.

The report aims to provide insight and understanding,backed by statistical evidence into one of the keychallenges faced by our sport, namely: how do weretain as many young athletes in the sport, while alsogiving them to best opportunities to succeed as seniors?

Bridging the Gap can be downloaded from the EnglandAthletics website www.englandathletics.org/schools

“CCSOs are available tosupport clubs in formingsustainable links withlocal schools.”

Measuring ProgressionTo ensure young people are gaining the most from Physical Education lessonsand are effectively developing their physical literacy, we need to measure theirprogression.

The sport of Athletics (which covers Running*, Jumping and Throwing) is uniquecompared to most other sports in that, as well as measuring a child’s progressionthrough physical literacy and providing competition, we can also measure theirpersonal improvement against previously set standards (better known as per-sonal bests). If a child runs, jumps or throws a certain time, height or distance wecan measure how much they improve when they repeat this task.

The sport of athletics realises in order for a child to improve their personal bestsand perform better in competition they need to further develop their physicalliteracy.

Set out below is the Skills > Awards > Competition Pathway which highlights theopportunities offered through athletics to help children develop their all-roundrunning, jumping and throwing abilities and overall physical literacy.

Each pathway is designed to be easily adapted for disabled young people andshould be regarded as inclusive activity for all abilities to participate in. Pupilswith physical, sensory and intellectual impairments take part in athletics at alllevels. They can, and should, be integrated into activity alongside non-disabledpupils.

SCHOOL

Athletics Awards Schemes

Athletics Awards Schemes

Athletics Awards Schemes

Sportshall

Short Form Competition

Sportshall

Short Form Competition

Sportshall

Schools Championships

Short Form Competition

Cross Country Cross Country

Athletics 365 Athletics 365Teaching Schools

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Measuring Skill Progression (Physical Literacy)

In order to help schools and teachers effectively support and measure the pro-gression of their pupils’ physical literacy, athletics has provided a Curriculum ofDelivery for running, jumping and throwing. This curriculum sets out the pro-gressive teaching points for developing the fundamentals of running, jumpingand throwing for primary aged children. These teaching progressions double upas physical literacy milestones in a young person’s physical development. Formore information on the Curriculum of Delivery please visit:www.ucoach.com/teacher

Measuring Personal Improvement (Awards and Fitness)

As well as measuring a young person’s physical literacy, schools and teachers canalso measure a pupil’s personal progressions against previously achieved per-formances (better known as Personal Bests). If a pupil runs, jumps or throws bet-ter than they have ever achieved before this is a personal best. To recognise theimportance of personal progression athletics has developed a series of AwardsProgrammes. These programmes offer a series of attainment tables on whichpupils can both measure their progression and also receive awards (badges andcertificates) for their personal improvement. For more information on Awardssee the ‘Athletics Awards Programmes’ later in this section.

Measuring Progression Against Others(Competitions)

Competition provides the opportunity for young people to compare their sport-ing and physical abilities against each other. In the formative years the focusshould be on fun, team based activities and games. Children should be taughtthe importance of fair play and sportsmanship alongside being encouraged tostrive for personal improvement and achievement. Mass participation should beencouraged so that no person feels left out and everyone is catered for. Athleticspromotes a multi-event, team based approach to running, jumping and throwingfor primary school aged children. This approach allows every child to experiencerunning, jumping and throwing and develops a team ethos between young peo-ple. For more information on fun short form athletics competitions see the ‘Run,Jump, Throw Competitions for Primary School Children’ later in this section.

*Running can be adapted for wheelchair users so the term running also includes pushing activity and teachers should bear thisin mind throughout the resource and supporting material when referring to ‘running’ activities.

RAISING ACHIEVEMEN

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PARTICIPATION & ENGAGEMENT Young leaders

modules aligned to short format competition

Athletics & Running/Fitness Leader Courses

Athletics 365 Coaching Resource - school-club

link resource

NGB CoachingAwards

Modified School Games Competition Formats –

Athletics 365 days a year

Power of 10 talent rankings

Schools Cup & Championship pathway

Representative athletics for the talented

Playground to Podium inclusive programme

British Athletics Futures talent programme

UKSG

Schools Athletics Advisory Group

Teacher Education Workshops

Physical literacy resources

Awards scheme to measure outcomes

Curriculum resources for primary

and secondary

Whole School Competition

Community Athletics Activators Programme

Satellite Run Jump Throw Clubs & Short Form

Competition

Run England recreational running programme

Marked running routes on school and community sites

Diagram: The Schools Athletics Wagon Wheel

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SKILLS>>>>Clubs: Athletics 365Athletics 365 is an exciting club syllabus designed to helpcoaches and young athletes in clubs develop a successfuland enjoyable future in athletics.Athletics 365 is a multi-event development programme foryoung people, shaped by the UK Athlete Development Model.It introduces the fundamental skills of athletics, which arevital in every sport. Aimed primarily at 8-15 year olds, it caneasily be adapted for younger athletes.

Athletics 365 focuses not only on how fast or far someoneruns, jumps or throws but, more importantly, on developingthe technical skills involved and realising their full potential.It also looks at an athlete’s physical, mental and emotionaldevelopment, as well as lifestyle and social considerations. There are nine progressive stages - denoted by differentcolours - each of which provides athletes with newchallenges appropriate to their level of development. Thisencourages athletes to learn all the skills and events ofathletics, while reinforcing the importance of a good all-round skill base. Athletics 365 will help young peopledevelop the skills and confidence to excel – not only inathletics, but in other sports and life pursuits. For more information visit www.athletics365.org

Develop the basic skills required for athletics – and for everyother sport – with Athletics 365...

Schools: Teaching Schools AthleticsThe Teaching Schools Athletics resources (Primaryand Secondary) support teachers in deliveringathletics activities in a fun, inclusive engagingmanner.

Written by sports and physical education experts withextensive knowledge and experience of athletics withinschools, clubs and at international level. The TeachingSchools Athletics resources conform to curriculumrequirements in England.For more information please visitwww.englandathletic.org/schools

Leaflet: Skills, Awards, Competition

SKILLS>>>>AWARDS>>>COMPETITION

Growing the next generation

of athletics champions

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AWARDS>>>Athletics AwardsAthletics Awards provide a key element within the Skills, Awards, Competitioncontinuum. Outcome-based development awards for young athletes provideopportunity to assess an individual’s progress and provide ideal preparation and aselection tool for athletics competition.Once a young person has harnessed the basic skills to perform athlete disciplineseffectively, a teacher, coach, leader, club helper or the athletes themselves can test outhow well they can put these new found skills into practice, using either the ESAA orSportshall schemes.The awards (complete with wall charts, score cards, certificates and badges for differentlevels of achievement) can be used to measure performance development in threespecific strands:

• Sportshall

• Track & Field

• Endurance

For more information visit www.esaa.net www.sportshall.org

Reward their achievements with badges, score cardsand certificates from Athletics Awards...

Growing the n

COMPETITION

Outdoor Track & Field

Whatever Track & Field competition format primary schools choose, there

are a number of basic principles that should be followed:

• The competition should be team based

• It should offer a mix of running, jumping and throwing events, competitors

taking part in at least one event in each disciplie

• A team quadrathlon followed by a team relay may be an appropriate format

• The event should last about two hours, and no more than three.

Super8An eight-event outdoor team competition format for young people aged 12+.

This fast and furious competition takes just two hours, making it ideal for

both schools and clubs. It includes four track events (sprints, hurdles and

longer runs), two jumps (high and long) and two throws (shot and javelin),

plus relays. Super8 is easy to deliver with minimal preparation. It builds team

spirit and encourages athletes to develop, forming the perfect bridge

between QuadKids and the more formal competition of ‘traditional’ athletics.

SportshallA structured introduction to core athletic skills via an exciting and

innovative series of indoor competitions for young people aged 4 to 15.

For over 30 years, Sportshall has offered a year round introduction to

athletics suitable for a variety of environments. From Infant Agility for ages

4-7, right through to UK Under 15s Championships, Sportshall is fun and

inclusive. Leaders, coaches and teachers welcome the range of adapted

activities and the ease with which essential skills may be taught. The

programme ensures a strong pathway for children and helps build the fun

and competitive spirit vital for a young sportsperson’s development.

For more information visit www.englandathletics.org/schools

Test their skills with a choice of short-form competition

formats – all specially designed with young people in mind...

e next generation of athletics champions

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Teaching Schools Athletics (Primary and Secondary)

Why do we need a different approach to teaching athletics in schools? London 2012 Olympic and Paralympic Games were followed by the Glasgow2014 Commonwealth Games which between them ignited many children’sinterest in sport – athletics in particular. There are, however, challenges tomaking the most of these opportunities as we move towards 2017 when theWorld Athletics Championships will be held in London. Given these challengesaccessing the available resources is more important than ever!

u Pupils’ lives are now more complex - In a modern world where they oftendemand activities to be instantly satisfying, stimulating and challenging, it iscrucial that we capture the imagination of young people through relevantathletics activities;

u Teacher training - Primary school is a key environment in which to developthe fundamental principles associated with running, jumping and throwing.Yet on teacher training courses primary teachers often only receive between5 to 9 hours instruction on how to teach all sports. In addition, far fewersecondary school teachers complete a four-year B.Ed training course and soare not familiar with the technical aspects of all the various events;

u Delivery of athletics at school - Often teachers deliver athletics in the waythat they were taught, with little year-on-year progression, and do not feelcomfortable with teaching the basics;

u Health and Safety regulations - Make it increasingly difficult, particularly inthe secondary environment, for schools to teach the technical eventsadequately even if they possess the specialist equipment, which many do not;

u Shifting the focus from games - Many secondary school teachers come froma games background and feel challenged when teaching gymnastics, danceand athletics.

u Making school athletics inclusive - Creating a fully inclusive resource willsupport teachers to engage all their pupils in athletics activity. It will invitemore disabled young people into the sport allowing all pupils to participateand create a habit for life through and build teacher confidence in hisinclusive approach.

u Traditional provision - Much provision is of a very traditional nature, wherethe perceived need is a focus on measuring performance in order to getteams out for area, district, and county trials or for school sports days.

u Competition - The very narrow athletics focus of only preparing children forcompetitions (where selection is often based on physical maturity) excludesmany children from the opportunity of experiencing a wide range of events,at which they might excel when they grow and develop.

Support is available to help teachers in delivering athletics in a way that isenjoyable and effective for the pupils, and therefore rewarding for teachers. 19

FAQsThe following Frequently Asked Questions are intended to show how yourschool can benefit from accessing the Teaching Resources available.

What teaching resources does athletics provide? u Athletics has developed a series of resources designed to place running, jumping

and throwing at the heart of school physical education and to support teachersin delivering athletic activity in an inclusive, exciting and engaging manner.

u The Teaching Schools Athletics resources have been written by sport andphysical education experts with extensive experience of teaching andcoaching athletics at school, club and international level.

u The Teaching Schools Athletics resources have been written to conform tocurriculum requirements in England, Northern Ireland, Scotland and Wales.

What is the overall focus of these resources? u To give teachers the skills they need to be confident they are delivering

athletics effectively.

u To bring the sport of athletics to life and make it accessible.

u To provide teachers with a creative and practical resource that will help themencourage and motivate youngsters to participate and achieve in athletics.

u To ensure that athletics is taught in an inclusive and engaging manner, withmodern approaches that are less reliant on formal didactic delivery and focusmore on learning.

u To ensure all children receive a positive experience of athletics, where theemphasis is on participation, enjoyment and the acquisition of skills, so thatthey maintain interest in the sport.

u To create a greater understanding that running, jumping and throwingunderpin the vast majority of sports, and ensure children acquire anddevelop these skills throughout their education.

u To reach out and appeal to a much wider audience of young people toensure we have a sustainable number of 16-17 year olds in the sport, whoare committed to competing at senior level.

Why do schools benefit from delivering athletics? u Supporting athletics boosts pupils’ athleticism and so helps them across a

range of activities.

u Resources are readily available to help you deliver athletics well.

u Good teaching at the very early stages is crucial, along with appropriateyear-on-year progression. It takes time to develop the fundamental skills andunderstanding associated with the movements underpinning the ability torun, jump and throw.

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What can I do to improve athletics in my school? u Support and encourage others to attend Continuing Professional

Development (CDP) through the courses available. The aims are: inclusivelearning methodology; less reliance on developing the performance of anelite few; and more focus on acquiring skills and understanding.

u This is often achieved by planning lessons based upon delivering activitiesthat support the development of how to run, jump of throw, as opposed tojust doing the events.

u Achieving the notion of lesson organisation based upon 15 lines of 2 pupils,not 2 lines of 15, ensuring the young person gets as much involvement inactivities as they possibly can in the time available.

u Primary schools teachers are under huge pressure; particularly those chargedwith the role of coordinating school links. We recognise that primary schoolsare awash with initiatives, projects and schemes, all of which have to befitted in with the day job. Some partnerships have appointed Primary PEspecialists and this may become more common.

u However, Teaching Schools Athletics Resources contain many short, simpleactivities that can be delivered on a little and often basis throughout theday. Hold a ‘balance on one-foot’ competition while waiting in a queue forexample, or use any of the simple warm-up games as the topic for brainbreaks. All of the activities develop some aspect of fundamental movementskills and could be delivered throughout the year.

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“Our Teaching SchoolsAthletics Resourcescontain many short,simple activities thatcan be delivered on alittle and often basisthroughout the day.”

What sort of competitions should we run now? u England Athletics has developed a national competition framework, which

advocates specific types of short form athletics competition such as Sportshalland Super8 (as described below). The framework is in place to ensure thatwe have a format that better suits the needs of children and young athletesand integrates well with other competition structures in both the school andclub setting.

u Short form competition is also more manageable for the teachers involved indelivering it. A shorter time commitment helps make it is easier to findpeople willing to become involved.

u Children need to learn to compete; it is an essential life skill. However,competition should be team based, inclusive, and framed in terms ofpersonal improvement. Many of the ideas are discussed and explored duringthe CPD courses.

u Many young athletes experience success in our sport because of earlymaturity, but fail to maintain a comparative level of success when they getolder and their peers catch up with them. Helping them identify long-termgoals, without taking away the enjoyment associated with their currentsuccesses, is important. Promising young athletes should be given the choiceof visiting local athletics clubs and the school-club links process is an idealmechanism to facilitate this.

u For further information on short form competition, see below pages 43-44.

Why have these competition formats been developed?u In recognition that the curriculum is currently stretched and the available

resources/teacher time is limited. Therefore we need to provide analternative to the longer formats of competition that are enjoyed by thoseschools with access to good quality traditional athletics facilities, coachingand enhanced networks of community clubs who can help delivery. Theseshort format competitions introduce the basic running, jumping andthrowing activities in a condensed and easy to facilitate version, ensuring theparticipants can enjoy exposure to all of the athletics activities.

What other benefits do the introduction of these formats bring?u Delivered in 2 hours

u Team sizes can fit into a school mini bus

u Ability to diversify for different abilities and to provide mixed teams

u Can be delivered with minimal athletics experience and can be supported byyoung leaders

u Minimal facilities are needed and modified equipment is applied thus reducingthe health and safety issues of the more traditional forms of the sport

u It is possible to involve greater numbers of young people in the sportthrough applying these formats

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u These formats make the provision of local cluster festivals and events easierto organise.

Do these competition formats apply to both schools and clubs?u Transfer of a high quality experience is fundamental. Many schools and clubs

are working together to deliver consistent programmes of activities to schoolaged young people. This should be encouraged. The indoor and outdoortrack & field short formats can be used in both the school and club settingsat induction/junior level (Key Stages 2, 3 ,4 in particular).

How can we make these a success?u Local School Games Organisers are integral to local level cluster competition

provision. Other resources such as handbooks, websites and scoring toolsmake the organisation process easier. The involvement of local clubs inselecting teams and organising or hosting events helps the process – and alsoopens the door to an ‘exit route’ for young people wishing to pursueathletics on a more regular basis.

Why are schools and clubs focusing on delivering short formcompetition to priority age groups?u Capacity of the volunteers, teachers and leaders combined with a tight

curriculum timetable is a key influence here. Athletics is just one of thepriority sports involved in the National School Games, so it is difficult toprovide competition for all. Although some partnerships and clubs arefocusing on specific age groups rather than others in introducing thesecompetition formats, it may be possible for some partnerships to move moreswiftly than others due to their facilities, coaching and teaching capacity etc.

Where do young athletes go beyond short form competition?u In schools the English Schools’ Athletic Association provides a competitive

and traditional athletics competition pathway (from Key Stage 3 upwards).This ‘exit route’ from modified short forms of the sport provides the firststeps towards future glory for many aspiring champions.

u In nearly all clubs there will be a programme of more traditional league andchampionship activity provided for those who wish to take part and developtheir skills. This is normally provided at various levels, from local levelnetwork activity, to county, regional, area and then, for those who reallyexcel, national level activity.

u For further information on short form competition, see pages 43-44.

How do I know if one of my pupils is really talented? Teachers can use the Athletics Awards Schemes to initially identify where a youngperson sits within the established awards tables. Beyond this a young person’sperformance can be measured through formal and permitted competition (oftenin a club) through Power of Ten. Power of Ten, which was launched in 2006, is all

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about improving performances in every event, every age group (from Under 13)and every region throughout the UK. Power of Ten is based around a rankingssystem and website (www.powerof10.info) and is certainly making a hugedifference in highlighting current young performers. One of the best uses of thesite for young athletes is to help them identify their improvement over time, asopposed to comparing performances.

Why do some of my good young athletes fail to progress toadult level? There is considerable research to show that performing well as a youngathlete is not necessarily a good indicator of them being able to perform as anadult. There are many reasons for this.

Being gifted and talented as an athlete adds different pressure from those whotake part in team sports: you have to cope with the pressure of competing as anindividual. Some good athletes find this hard. In addition, some fail to cope withfailure after significant success as a junior (often a consequence of early maturity).There is anecdotal evidence of instances of young athletes being pushed too fartoo soon. Transitions always make continuity hard: between schools, going touniversity etc. There are so many factors involved, and talent only takes you sofar in athletics. Motivation, perseverance and commitment to training are allvery important if an athlete is going to make it to the top. Finally, the lives ofyoung athletes are busy and complex, it is sometimes hard to fit it all in.

How can I inspire young sports people to channel themselvesinto athletics rather than other higher-profile sports? Not an easy question to answer, especially with the amount of media coveragethat some sports attract. However, athletics regularly attracts a number of goodathletes who have left other sports: footballers for instance who often have arange of natural springing and jumping talent, or gymnasts who are potentialpole-vaulters. The benefit is that they enter the sport older, which is not an issueto us since some of our most successful current and past athletes came into oursport in their late teens.

Reminding young people that the fundamentals of athletics - running faster,jumping higher or further, and throwing further - will help them in other sportsis also useful. Other sports often bring in athletics coaches to help their talentedindividuals improve these aspects of their performance.

What other advice could I give to a young aspiring athlete? u Encourage them to join their local athletics club.

u This very much depends on the age of the athlete: for anyone less than 16we encourage a multi-skills, multi-event approach where they learn andcompete in many different events. Joining a local athletics club is always apositive step, which will allow them to take part in local competitions.

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What is the advice you would give to sports coaches whocome in to deliver out-of-hours school clubs? Our advice would be to take a broad, balanced, fun and varied approach totraining – focusing on good fundamental movements and skill acquisition(Athletics 365 would be ideal). Pressures on curriculum delivery mean thatschools do not always have the time to develop fitness adequately, so timeshould be spent on enjoyable activities that develop physical conditioning. It isvery easy to focus purely on the event itself. However, with a little thought andpreparation, sessions can be planned which are engaging and enjoyable,involving pupils in activities that support the development of event skillswithout the tedium of waiting in long queues.

Do we need to buy specialist athletics equipment to deliverathletics?Money does not have to be an issue. Many of the activities contained in theTeaching Schools Athletics resources can be delivered with the minimum use ofequipment, or utilises what schools usually have: cones, quoits, chalk forinstance. However, having access to low level hurdles, agility ladders, turbojavelins etc. gives teachers much more scope for multi-activity lessons. PrimarySchools can now utilise the funding provided by the PE and Sport Premium offerto promote great use of athletics in schools. School staff should work with localclub volunteers and Athletics Networks to form partnerships (particularly withclubs) so as to maximise the use of this funding.

I come from a small school site and we do not have room forathletics? Within our grass roots development packages, there are events and activitiesthat every school can offer. There is always room for running, jumping andthrowing activities: they are the basis of so many other sports!

How can we deliver athletics when events have been ‘banned’due to Health and Safety restrictions? A focus on progression and core skill development will help negate many issuesrelating to health and safety. There are two main aspects to this issue, practiceand facilities. Traditionally pupils were probably exposed to athletics eventsbefore they were really ready for them.

The Teaching Schools Athletics resources takes pupils progressively through arange of activities that help them learn and acquire the necessary underpinningfundamental movement skills required for a competent performance. Above allit helps create a sense of achievement and confidence to move on to the nextstage. For instance, running fast over low obstacles that, over a period of timeincrease in height, provides a good foundation to run over hurdles 68.5cm high.

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Throwing an improvised javelin (which could be a size 4 ball) 15m twenty timesin a lesson using a sound pull throw technique is a better outcome thanthrowing a 400g full size javelin 4m twice. There is little point in young athletesjumping over a solid bar 1.2m high onto a high jump bed if they have nofundamental understanding of how to run up and take off effectively. Theseskills can be acquired during enjoyable lessons jumping over low obstacles thatmaximise participation levels and help pupils learn skills that are can betransferred to many other sports.

So changing the delivery practice to one with an emphasis on learningfundamentals may negate some of the issues associated with Health and Safety.It also has an impact on the facilities required for teaching younger athletes.However, for those staff working with more accomplished students or thosestudying GCSE or A level, Health and Safety restrictions present a challenge.These are best addressed by presenting a viable risk assessment thatdemonstrates how the lesson activity will be delivered in way that ensures allneeds are met.

Above all teachers must consider whether or not they feel confident in usingfull weight shots, javelins or proper high jump facilities. Bespoke courses arenow available from England Athletics, which can be event specific, and willallow teachers to gain the precise knowledge they require to deliver thetechnical modules. The qualifications available, including those specific toteachers, will advise on the right equipment to use for activities.

How can I ensure that my delivery is more inclusive? Inclusion is a significant aspect of our teaching resources and there are specificresources available on the web that will be updated on a regular basis.

Each of the athletics activity cards offers ideas on variations and differentiation,which highlight how activities can be adapted to meet a wide range of needs. Inaddition the Youth Sport Trust have developed resources that demonstrate bestpractice in the delivery of all sports. Please see the disability athletics section ofthe England Athletics website at www.englandathletics.org/disabilityathleticsfor information on inclusive competition formats.

I agree with the ideas behind the athletics teaching resourcesbut know that other staff want to deliver in a traditionalway, how do I overcome this challenge? Very often traditional delivery is driven by the desire to select a few keyindividuals to perform in school competitions. Athletics recognises the value ofcompetition and the pressures that teachers, parents and the athletes bring toperforming and winning.

However, setting up lessons based on constant measurement is not the bestsolution to identifying talent. Teachers will be able to use the activities in theTeaching Schools Athletics resources to help develop the skills of a whole class

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and identify very competent levels of performance at the same time. Time anddistance trials can then take place between the 3-5 most likely and willingstudents. Ask any pupil in a playground who is the best runner, jumper orthrower in their year group and they will tell you!

We already deliver our athletics in this way, but I want to knowhow to help them improve their technique, how can I do this? All the activities in the Teaching Schools Athletics resources include key learningpoints that underpin aspects of running, jumping or throwing technique. Inaddition, the Secondary resource includes a set of ‘how to’ cards that highlightessential aspects of technique that pupils should try to develop. It takes aconsiderable amount of time to master some of the technical events and timespent practising will be time well spent, particularly if the pupils have developedthe skills of peer review and can coach each other.

Athletics also offers online includes footage of all the events (with the exceptionof the hammer that requires specialist facilities), where competent youngathletes are demonstrating drills and activities that can be used during trainingsessions. These activities are suitable for athletes who have acquired a certainlevel of ability, and the level of fitness required to perform the exercises.However, they do provide teachers and coaches with an insight into the moretechnical aspects of the various events.

The pupils that I work with are simply not fit enough to doathletics. What would you advise? Successful athletes are not only technical competent, but they possess the fitnessrequired for their specific event. It takes time to acquire a high level of fitness,which is why conditioning for athletics should start in September, not April andmust be part of an annual fitness development programme. This would not onlylead to better performances in Hockey, Rugby, Football etc, it would help reducethe considerable number of injuries that occur after the long summer break.

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“It takes timeto acquire ahigh level of fitness,which is whyconditioningfor athleticsshould start inSeptember.”

As a PE/Sport teacher I find that pupils from some primaryschools start secondary school with a high level of skill, butothers come with virtually no knowledge of athletics at all.Will this improve?There is never going to be 100% coverage across all types of provision. Thefacilities at primary sites vary enormously and external pressure such as theperceived need to achieve in League tables will inevitably distort delivery of aproper balanced curriculum. However the resource is making a difference.Feedback data has already identified that the Primary teachers recognise thevalue of athletics teaching resources and can see it is making an impact. This willonly improve as time goes on with an increasing number of pupils enteringsecondary schools with high expectations of athletics lessons that are enjoyable,inclusive and focus on maximum participation.

What equipment do I need to host a Teaching Primary SchoolsAthletics course?This will vary but the standard equipment includes:

u 50 Bean Bags (10 x 5 colours)

u Cones x 4 full stacks

u Coloured bands x 40

u Mini SAQ Hurdles x 20

u Hoops (variety of sizes) x 20 – 30

u Mats x 12 - 15

u Chalk

u Speed Ladders x 4

u Large rubber coloured spots x 20

u Small sponge balls x 40

u Tennis balls x 40

u Stop Watches x 10

u Speed Bounce Mats x 6

u Quoits x 20

u Foam Javelins x 20

u Basketballs / Footballs / Netballs x 10 of each

u Large Sponge Balls x 10

u Shuttlecocks x 20

u Soft Hammers x 10

u Light indoor shot puts (e.g. 400g) x 10

u Vortex Howlers“Athletics is anexciting, diverseand vibrant sport.”

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Certificate in Teaching Primary Schools Athletics Aimed at qualified and trainee teachers and those supporting the management and delivery of highquality sport and physical education in primary schools. This course aims to give teachers and others working in schools the knowledge, skills and confidencenecessary to deliver enjoyable and engaging lessons that focus on encouraging maximumparticipation and increasing understanding, skill acquisition, fitness and enjoyment of children.The courses are based on the NEW Teaching Primary Schools Athletics resource and demonstrateteaching progression across Primary School age groups in both generic and athletics specificrunning, jumping and throwing activities.The course is mainly practical in nature and can be delivered over either 4 or 6 hours, to a maximum of24 participants. The course can also be delivered in whole, over one day or over two twilight sessions. Course Cost: £650 for 4 hour workshop or £750 for 6 hour workshop (up to a maximum 24candidates). Workshop cost includes a 290 page resource book per candidate, tutor fees andadministration fees.

The Resource The Run, Jump, Throw resource has been designed to placerunning, jumping and throwing at the heart of school physicaleducation and to support teachers in delivering athletics activitiesin an inclusive, exciting and engaging manner.

Run, Jump, Throw embraces a child’s natural desire to move. Theresource focuses upon running, jumping and throwing, thebuilding blocks of athletics, which in turn underpin nearly all othersports and physical activities. Within this resource teaches will findthree Teaching Sections covering the main stages of development: • Ages 5 - 7 Years• Ages 7 - 9 Years• Ages 9 - 12 Years.Within each of the three Teaching Sections teachers will find: • Two examples of Schemes of Work • Two blocks of six-week Lesson Plans• Over 20 Activity Cards covering progressions of running,jumping and throwing activities.

In addition teachers will find information on How to Measure apupils progression and improvement and a series of SupportCards (including Pupil Cards, Top Tip Inclusion Cards, Team Relaysand Timed Runs information cards).Run, Jump, Throw is written to conform to the curriculumrequirements in England, Northern Ireland, Scotland and Wales.For further information please visit:www.englandathletics.org/teachingathletics

Developed in partnership by:

For details see: www.englandathletics.org/teachingathletics

Leaflet: Teaching Primary Schools Athletics

RJTRU

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JUM

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THR

OW Teaching

Primary SchoolsAthletics

An exciting NEW course for Primary School

Teachers and those wishing to deliver athletics

in curricular and extra-curricular time

The Course is packed full of useful teaching tips and ideas:

• Interactive and practical course

• Available in 4 and 6 hours formats

• Up to 24 candidates per workshop

• Each candidate receives an extensive Teaching Resource which includes:

• Several examples of Schemes of Work and Lesson Plans

• Over 70 Activity cards covering running, jumping and throwing for

children aged 5-12 years

For details see: www.englandathletics.org/teachingathletics

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Leading Athletics

Developed in partnership by:

Who is it for? Leading Athletics is an exciting new leadership workshopfor those looking to lead athletics activities for youngathletes. Packed full of useful tips and ideas, this threehour workshop is supported by a Workbook, SupportResource and a series of Game Cards which aid delivery. All content comes in an interactive App (the resource isalso available in book format if required).

The Resources Supported by a series of interactive resources, LeadingAthletics is perfect for anyone wishing to lead an athleticssession. A must for those new to the sport, the resourcesinclude information on the roles and responsibilities of aleader, how to lead a fun and inclusive athletics session,and further information on how to develop yourleadership skills. Crammed with ‘Top Tips’ for effectivedelivery, the Support Resource also explores the keyprinciples of running, jumping and throwing eventswhilst providing technical information which supportthese principles.

The Game CardsThe progressive Game Cards included in the full supportresource demonstrate how to set up fun and engagingactivates all designed to help introduce young athletes tothe fundamentals of running, jumping and throwing.

The AppThe Leading Athletics App complements the LeadingAthletics Workshop and allows users to interactively deliveractivities and seamlessly link to other support resources.

For more information visit www.englandathletics.org/courses-and-bookings

Leaflet: Leading Athletics

Leading Athletics

Packed full of useful tips and ideas, the award features

Interactive and practical three hour workshop

Workbook and Support Resource

Set of Game Cards

Interactive App

An exciting new leadership programme for those

looking to lead activities for young athletes

For details see www.englandathletics.org/courses-and-bookings

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Athletics 365 Athletics 365 is Athletics’ club curriculum for young athletes. It can also beapplied as part of a school-club link project or out of hours school club. It couldalso supplement teacher delivery of athletics in addition to Teaching AthleticsResources where the relevant coaching support is on hand to deliver thiseffectively.

What is Athletics 365?Athletics 365 is a multi-event, development programme for young people whichis shaped by the British Athletics Athlete Development Model. The programmeintroduces athletes to the fundamental skills of athletics, which are vital inalmost every sport. It is aimed primarily at 8-15 year olds, but the resources caneasily be adapted for younger athletes.

Athletics 365 focuses not only on how fast someone runs, or how far someonejumps or throws but, more importantly, on developing the technical skillsinvolved in running, jumping and throwing, with the aim of realising fullpotential – and moving like a champion! The programme also looks at anathlete’s physical, mental and emotional development, as well as lifestyle andsocial considerations.

There are nine progressive stages, each of which provides athletes with new andmore difficult challenges appropriate to their level of development. Thisencourages athletes to learn all the skills and events of athletics, whilereinforcing the importance of a good all-round skill base.

The Athletics 365 stages are similar to the martial arts ‘belt system’ withdifferent colours denoting an improvement in skills. England Athletics firmlybelieve that Athletics 365 will help young people develop the skills andconfidence to excel – not only in athletics, but in other sports and life pursuits.

Supporting productsTwo main products have been developed tosupport the implementation of Athletics 365 byclubs across the country. These are:

u The Athlete’s Handbook: this is used to help theathlete keep a record of all the activities theyhave successfully completed, and how they areimproving as an athlete. It also provides theyoung athlete with the specific challenges theyneed to meet for every area of Athletics 365, aswell as the coaching points required to help themachieve these.

u The Coach’s Pack: provides a coach with technicalcoaching cards and example game cards to helpthem deliver Athletics 365. Each technicalcoaching task card highlights the key coachingpoints to ensure that every athlete is able todevelop their full potential.

Athlete inductionMost clubs will offer young athletes an initialinduction period lasting around 8-14 weeks. Withinthis period, the athlete should be introduced to all of the athleticsevents, delivered in a fun, activity-based programme which is appropriate to theage and physical development of the child.

Coaches can use this induction period to assess an athlete’s skills and level ofdevelopment against the Athletics 365 stages. At the end of the inductionperiod the coach can assign the athlete to the most appropriate stage ofAthletics 365, based on their observations. This means that young athletes canbe placed at a stage which is appropriate to their level of development, and onewhich provides them with appropriate challenges.

Development sectionsIn order for an athlete to complete one of the nine stages they will need tomaster all of the challenges within that particular stage.

However, to allow an athlete greater flexibility, the programme is divided intofour development sections. Within these, athletes can progress through threestages at a time in any given event. This means an athlete may be signed off bytheir coach at Stage 3 (green) for running, Stage 2 (yellow) for Jumping andStage 1 (red) for everything else, but they will not receive their full Stage 2(yellow) or Stage 3 (green) awards until all the challenges for every area havebeen signed off. This is designed to help athletes develop their all round skills,improve their conditioning and offer them a greater choice of events in whichthey can progress.

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The four development sections are:

Beginner - New to the programme and underassessment, with no assigned stage.

Developing - Stage 1 (red) to Stage 3 (green).Learning and developing new skills and able toundertake simple skills (similar to a novice).

Practising - Stage 4 (purple) to Stage 6 (black).Have mastered the simple skills and nowpractising more complex skills. Able toundertake progressively more challenging andevent-specific skills (similar to an intermediateathlete).

Emerging - Stage 7 (bronze) to Stage 9 (gold).Having mastered semi-complex skills, theathlete is now practising complex event-specific skills. Able to under take progressivelymore challenging and event-specific skills(similar to an experienced or maturing athlete).

Completing the sectionsFor an athlete to be signed off as competent inany challenge or skill, they must be able todemonstrate that skill at least 80% of thetime. A coach will observe their performanceover a minimum period of time, as learning askill is not just a matter of demonstrating itonce, but as many times as required. It’simportant for an athlete to ensure they’vemastered each skill prior to progressing tothe next stage as the challenges becomeprogressively harder.

Within the Athletics 365 Athlete Pack, there is aRecord of Achievement Chart for each stage ofthe programme. As the athlete completes eachchallenge to their coach’s satisfaction, the athleteshould tick them off on this chart. Once all ofthe boxes are ticked, the athlete should givethe chart to their coach for them to confirmthat they have completed this stage and signthe athlete off.

Coaches will have a choice over how theyrecord an athlete’s achievements – simpletemplates are provided through the websitewww.athletics365.org.

England Athletics suggests that on completion of a stage the athlete shouldreceive an Athletics 365 award, although it is up to the club or school how theywish to reward the Athletics 365 programme.

Why run, jump and throw?One important question we’ve been asked is “why does a youngster have to dorunning, jumping and throwing to complete Athletics 365 when they only wantto participate in one of these event groups?”

Athletics 365 is a multi-skills and multi-event based programme designed todevelop an all-round athlete. Some of Britain’s most successful athletes – such asJessica Ennis, Christine Ohuruogu and Steve Backley – started by running,jumping and throwing.

England Athletics believes that through this programme all athletes will have agreater choice of events and sports to participate and succeed in, both now andlater in life.

By developing a better conditioned athlete, Athletics 365 will increaseperformance and also minimise the likelihood of injury. The athlete will still beencouraged to participate and compete in those events that they enjoy themost, while at the same time experiencing new and exciting challenges andevents.

Coaches who specialise an athlete’s training too early in life increase thelikelihood that they will develop repetition-related injuries. This is a particularissue while an athlete is still growing and going through puberty, and can affecttheir physical development.

Linking to competitionAthletics 365 encourages athletes to strive for new personal bests and toperform in competition. England Athletics recommends that at the end of eachterm (Christmas, Easter and Summer holidays), the last week of the programmeis dedicated to competition. Clubs will, where possible, provide competitionssuch as Sportshall and the Athletics Awards programme which recognisespersonal bests!

To find out more about Athletics 365 go towww.athletics365.org now!

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Disability AthleticsEngland Athletics have made a firm commitment to support and developathletics opportunities for disabled people and strongly encourage the inclusionof disabled athletes within all athletics activities and competition.

Run, Jump, Throw offers teachers seven Top Tip Inclusion Cards covering aspectrum of impairment groups. Teachers can use the cards alongside theActivity Cards to adapt their teaching practice, to ensure that all pupils areengaged in the activity and are learning.

Our team of Club and Coach Support Officers can provide advice and guidanceabout how this can best be achieved as well as local signposting opportunities.As with all young people this should start with high quality physical educationand the resources below can support teachers with this:

TOP Sportsabilitywww.topsportsability.com

Sainsbury’s Active Kids for Allwww.efds.co.uk/resources/sainsbury_s_active_kids_for_all

Disabled athletes can also register below for support to find a local club and coach:www.englandathletics.org/disabledathleteinfo

Inclusive competition formatsWe are working with our key partners to seek to influence the development ofinclusive competition formats and supporting material for competition formatssuch as Super8. This allows disabled athletes to be grouped and score pointsalongside their non-disabled peers.

Our team of Club and Coach Support Officers can provide advice and guidanceas well as local signposting opportunities. High quality physical education isimportant for all pupils and the below resources can also be accessed to supportteachers.

For more information see page 52 or visit www.englandathletics.org/schoolsand www.englandathletics.org/disabilityathletics.

Athletics AwardsAthletics Awards provide a key element within the Skills, Awards, Competitioncontinuum. Outcome-based development awards for young athletes provideopportunity to assess an individual’s progress and provide ideal preparation anda selection tool for athletics competition.

Once a young person has harnessed the basic skills to perform athlete disciplineseffectively, a teacher, coach, leader, club helper or the athletes themselves cantest out how well they can put these new found skills into practice, using eitherthe ESAA or Sportshall schemes.

The awards (complete with wall charts, score cards, certificates and badges fordifferent levels of achievement) can be used to measure performancedevelopment in three specific strands:

u Sportshall

u Track & Field

u Endurance

For further information on these schemes, visit: www.esaa.net www.sportshall.org

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Competition FormatsWorking to create a competitive athletics legacyAthletics is an exciting, diverse and vibrant sport.

England Athletics provides appropriate activities, including competition, forchildren of all school ages. We also provide the resources and support requiredby teachers and coaches to deliver these activities. Chosen to be enjoyable, theyhelp children develop the skills needed for enjoyable, successful and long-terminvolvement in athletics. The fundamental skills benefit youngsters who wish topursue any other sport or exercise.

England Athletics’ work fits into a UK-wide strategy covering all ages. Thisstrategy was drawn up with British Athletics, to ensure all UK athletes enjoy apositive experience in the sport.

Working together to enhance competition Organisations such as Sportshall provide athletics formats that are suitable fordifferent ages of children. We work with the English Schools’ AthleticAssociation, which provides more conventional competition opportunities aschildren progress through school. We also work with clubs who provide formalleague and championship exposure to talented youngsters.

We work with local athletics clubs to provide support for schools and teachers,as well as opportunities for children. We can put schools in contact with clubswho are willing and equipped to help provide athletics in schools, as well asenabling youngsters to enjoy extra-curricular opportunities. By building thesepartnerships between schools and clubs, we can give children a consistent andhigh-quality experience in athletics. Through creating such partnerships, we canbuild the future of our sport, give enjoyment and quality of provision tochildren across the country as we grow the next generation of athleticschampions. For more details see www.englandathletics.org/schools.

In the schools’ section of our website, you can download our ‘CompetitionFramework for Athletics in Schools’ guide. This gives advice on which activity isrecommended for children at each stage of their school life. This guide is alsoavailable on page 41.

Taking short form competition to the masses!Sportshall is a modified competition format that offer youngsters in theirformative years their first taste of athletics. An indoor format, it’s especiallysuited to autumn/winter and the early spring months, and can be complem -ented by an outdoor format during late spring and summer (see page 41).

England Athletics recommends such formats to schools and clubs who want toprovide children with an all-embracing, dynamic, fun and skill-based run, jumpand throwing experience. The quality of experience a young person receives inthe school and club environment is crucial to retaining them in sport.

Such formats offer schools and clubs the option of inter- and intra-club andschool competition via local festivals, leagues or cluster events and can be usedas part of extra-curricular and community activity sessions. Where appropriate,clubs and schools can work in partnership to provide these formats.

Formal athletics can be difficult to organise with limited time, facilities andexpertise available to run it safely. Short form competition formats offer a fun,dynamic and safe solution to this problem.

School GamesEngland Athletics is part of the School Games initiative and we have modernand inclusive short format competition models that can be applied at Level 1, 2and 3 in the school games pathway. These formats are detailed in the specificSchool Games pages. England Athletics is using the School Games as a tool todrive broader athletics development and in particular links between schools andclubs at the local level. Schools and clubs can work together to providecompetition but can also work together to introduce the teaching and coachingskills needed to improve a young person’s grasp of the basic fundamentalathleticisms that are then applied through competition. The Athletics AwardScheme can be also used to assess progression and improvement in performancewithin School Games competitions at Levels 1, 2 and 3.England Athletics is working to ensure that disabled athletes take part incompetitions and that all our competition formats are fully inclusive. We havedeveloped a basic points scoring system and a fully inclusive Super8 competitionformat which is detailled in the revised Super8 Manual. This contains guidanceon including disabled athletes and is available at:www.englandathletics.org/schoolgames

“England Athletics isworking to ensure thatall our competitionformats are fullyinclusive.”

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LEVEL 4National multi sport

residential event

LEVEL 3Annual county/sub-regional

culmination of inter-school competition

LEVEL 2Regular inter-school competition

between schools at local level

LEVEL 1Intra-schoolcompetition

FEEDS

LINKED

Progression into/through NGB performance system

A Framework For Schools Athletic Competition: Opportunities 365 days a yearNB - This framework is for guidance only. Local circumstances and diverse term calendars willmean that schools will chose elements and formats of competition to meet their local needs.

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The English Schools’ Athletic Association (ESAA) The ESAA’s competitions are well established, globally respected and offer atremendous experience for youngsters. The ESAA has a long history of itschampionships, cup and representative competitions helping athletes in theirprogression from enthusiastic school children to successful seniors. Many of ourgreat athletes have fond and exciting memories of English Schools’competitions, even if some of their ‘successes’ did not begin until later in theircareers. We are delighted to be working with ESAA to improve access totraditional athletic competition for young people across England.

The ESAA also now play a leading role in the sports Awards programme foryoung athletes – the ESAA Awards Scheme.

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SportshallThe Sportshall PathwayThe Sportshall Pathway facilitates skill development, fitness improvement and avaried range of exciting and compelling competition formats for Key Stages 1-3.

Sportshall Infants (KS1): Skills – Fitness – FunUsing an innovative range of equipment, the Sportshall Infants programmeoffers 12 activities designed for the infant age group. Ideally suited to theteaching environment, the activities also combine perfectly with a small series ofrelays to create the ideal KS1 multi-skills festival.

Sportshall Primary(KS2): Skills – Fitness – Competition Providing an ideal basis for the teaching of athletics skills and monitoring fitness,the Sportshall Primary programme also offers exciting competitive formats. Theprogramme has the largest participation of any sport within the School Gamesand provides many children with their first competitive sporting experiencethrough a series of cluster, partnership and county events. The team-based formattypically brings upwards of 150 children together for an action-packed event.

In addition, Sportshall is backed by a comprehensive scoring programmesupporting individual awards, data analysis and a virtual competition solution.

Sportshall Secondary(KS3): Skills – Fitness – CompetitionBuilding on the strength of Sportshall Primary, the Secondary programme offersthe perfect solution to the challenge of intra- and inter-school competition.Young people can develop their skills prior to progressing to participation inlocal leagues and club competition.

Sportshall UK Championships (Ages 9-5): Skills – Fitness – CompetitionProviding opportunities for club athletes to compete over the winter months inLocal/County Sportshall Leagues. The most talented youngsters have theopportunity to represent their County at the UK Championships Regional eventsfor Under 11s, Under 13s and Under 15s. The winning U13 and U15 teams willprogress to the prestigious UK Sportshall Final.

For more information, go to www.sportshall.org, email team@sportshall.org, or call 01606 353550.

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Run EnglandRun England is an England Athletics Recreational Running programme that isdesigned to get more people running more often, as part of our commitment tomotivate an additional 500,000 new participants taking part in Athletics in itsbroadest sense by 2017.

Run England is based on the philosophy of locally accessible running for all,with groups being created for women, mixed-sex groups, schools, workplacesand families.

Working in partnership with schools, clubs and communities we aim to providea welcoming social environment in which people of any fitness level canparticipate at their own level, and to offer achievable goals and activities toenhance health and life.

In partnership with schools and existing running clubs we will offer bothcompetition and a progression route for those who wish to utilise it.

The essence of Run England is its group leaders. These could be teachers, olderstudents (KS5) or parents. Their local knowledge, accessibility and enthusiasticsupport are the basis for ensuring continued participation. Both group leadersand members will benefit from ongoing support and access to fellow runners,information and events through the Run England groups, website andnewsletters.

How can you get involved?u Become a trained Run England leader and set up a group in your school –

see below.

u Join a group – log onto the website www.runengland.org and search foryour nearest group.

u Nothing near you? Visit www.runengland.org/contact to make contact withone of our staff

u Form a partnership between your school and Run England.

Schools Super8 and Super6Super 8 is an exciting eight event bridging competition format launched in 2009.Delivered outdoors, it is aimed at youngsters aged 12-14 (Key stages 3 and 4)but can be applied to older teenagers. It can be easily organised and deliveredby teachers, coaches and volunteers in both school or club, and takes around 2hours to complete. This makes it ideal for schools and clubs who have problemsfinding time to complete a traditional afternoon-long athletics match!

The team-based run, jump, throw format is fast and furious and is considered a‘bridging event’ as it sits between a quadrathlon (four events) and the moreformal ‘traditional’ longer athletics format. Super8 can be delivered in the localsetting between clusters of schools and clubs with minimal support. We recom -mend schools and clubs work closely with each other to facilitate competitions.

What Does Super8 Look Like?u Four track events cover core disciplines of: short sprint, long sprint, hurdles

and mid distanceu Four field events cover: two jumps and two throws (high jump, long jump,

shot put, javelin)u More complex/technical events such as triple jump, pole vault, hammer and

discus are excludedu Three relays (boys and girls 4 x 100m and mixed 8 x medley relay) mean all

16 team members compete in a relayu With eight core events and each athlete doing one track and one field event,

there are two boys and two girls per event per teamu Two scoring athletes for each event for each team is the same system as the

English Schools’ Cup and traditional athleticsu A team of 16 will fit on standard school minibusu All age groups have the same core events of 100m, high jump, long jump,

shot put, javelin and relays. Other events differ as follows:u Super8 Start (Under 13s/Year 7): 70m hurdles (girls) and 75m hurdles

(boys), 200m and 800mu Super8 Junior (Under 15s/Years 8 and 9): 75m hurdles (girls) and 80m

hurdles (boys), 300m and 1500mu Super8 Inter (Under 17s/Years 10 and 11): 80m hurdles (girls) and 100m

hurdles (boys), 300m and 1500m

A Super6 format is also available for schools unable to field full teams of eight.In time, we aim to evolve the competition pathway for Super8 to include district,county and regional events. We have also developed a fully inclusive Super8format and guidance on including disabled athletes.

For further information on Super8 visitwww.englandathletics.org/schoolsFor more information on including disabled athletes visitwww.super8.org.uk/info/inclusive.aspx

“Run England isbased on thephilosophy oflocally accessiblerunning for all.”

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Run England 3-2-1 Visit www.runengland.org for further information on how to get RunEngland 3-2-1 started in your school.

What is 3-2-1?

u A range of permanently marked out running or jogging routes that anyonecan have a go at.

u Intended to promote community activity and provide a meaningful challengeto help more people to get running.

u Safe, easily accessible and varied.

u Distances: 3ml, 2ml, 1ml, 3km, 2km, 1km to suit your site.

u Some sites may opt for 3 lap 2 lap 1 lap of field or playground.

u Single loop repeat or 3 different courses.

u Can be linked to formal leader training for teachers or older students (KeyStage 5) to facilitate regular ‘intra’ school clubs and running groups.

u Could be organised between school years, classes, house teams, or betweenteaching staff or parent teacher associations!

Marking the route

u Identify and note any easy places to affix course markers (either nail on oradhesive).

u Draw your route onto a ground plan or map to use to create an online orcard map for users to follow in addition to the markers.

u Mark your routes using the tools provided and as securely as possible.

u Retain the square start, finish and km/ml markers for event days.

You’re not designing a world record verified course but want a reasonabledegree of accuracy.

u There are several online map measuring tools available or

u Satellite GPS measures (e.g. Garmin) used by many endurance runners.

u Surveyor’s wheel, you may have a department who can assist. Wheels can bepurchased online, or see our optional add-ons.

u When measuring have a basic plan from map and ground first.

u Know where you would like to start and finish as these two points can oftenbe adjusted slightly to shorten or lengthen the full route.

u While measuring note on map and ground the key points (e.g. 1k, 2k etc)and distance from key landmarks (e.g. 4 ft from gate post).

How can you become a Run England leader? To be a Run England leader the main ingredient is enthusiasm! We arelooking for someone who:

u is enthusiastic

u is supportive of others

u has a bit of free time

u is a runner with some experience (not speed)

u is willing to do a course

u is over 18

Our leaders are as varied as our members. They are all ages, paces, sizes,shapes, abilities and experience – and that's how we like it! Mostimportantly, you don’t need speed to lead.

Run England leaders can be volunteers, self employed, or employed.

What training will I need?Leadership in Running Fitness (LiRF) is England Athletics’ exciting trainingcourse. This course provides a qualification, leader’s licence and insurance,and is the starting point for all those who wish to lead a Run England groupin their community, workplace or school, or lead a group for their localrunning club. You must be 18 or over to take the course.

For leaders who wish to progress to further qualifications a Coach inRunning Fitness (CiRF) course is also now available.

For details of your nearest course look online at www.englandathletics.org

What does Run England mean for you?u As an individual – it gives you the opportunity to take part in running at

your own level, in a safe and enjoyable environment, improving yourhealth and well being.

u As a school – it supports and strengthens mass participation, growingyour school, its students, parents and local communities.

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What to do next?

u Select the best route ... around your playground, field or school. University,college or school grounds are often quieter areas.

u Think about the start and finish location and convenience for eventmanagement and running group sessions.

u Think safe, well-lit, parking, toilet areas nearby and somewhere to lock valuables

u Undertake a risk assessment which considers:

u Training use – ie one or two students or teachers running non-competitively without supervision (fewer risk factors).

u Suitability for a beginners’ training group on the route, particularlyyounger classes and year groups

u Awareness of other users, such as students not taking part in the event itself.

u Traffic free or traffic minimal.

u Few crossing points.

u Complete circuit easiest to manage.

u Usable even in poor weather?

u Easy to mark?

To find out more about Run England go to www.runengland.org

For contact details please see www.runengland.org/contact

Satellite ClubsSatellite clubs are extensions or outposts of an affiliated athletics club which areestablished in a school or community setting.

The club they link to is referred to as the ‘Hub club’.

The hub club will bring their expertise and enthusiasm and work in partnershipwith the satellite venue to create the new satellite club with through regularsessions led by qualified club coaches.

Satellite clubs are aimed at young people from the age of 11 through to youngadults aged 25.

What are the key features of a satellite club:u Open to all young people across the local community

u They are run regularly (at least once a week) and not just limited to term time

u Held at a time when young people in the local areas can use the facility

u Structured less formally, with flexible membership and rules

u Reflective of the local population

u Provides transition to the hub club or other exit routes within athletics

Athletics models:u Traditional School – Club (based on a school site)

Delivery using: Athletics 365, AthleFit

u Community (based in a community venue)Delivery using: Athletics 365, AthleFit

u Running (no specific venue)Delivery through Run England

Who can provide support?u Your England Athletics Local Activator or Club and

Coach Support Officer

u County Sports Partnership Club Link Makers

u Premier League 4 Sport Coordinators (support thedevelopment of satellite clubs linked to athleticshub clubs and some premier league footballclubs).

Find out more atwww.englandathletics.org/satelliteclubs

Athletics SatelliteClub Guide

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“Creating andinspiring the nextgeneration ofvolunteers”

AthleACADEMYThe leadership academy scheme available from England Athletics

England Athletics is looking to create, develop and inspire the next generation ofvolunteers who will not only help support the development of the sport, but alsogain new invaluable skills that they will be able to take into their life outside ofAthletics.

The new AthleACADEMY scheme will provide young people aged 14+ with anopportunity to learn about the various roles available within the sport, fromcoaching to volunteering and from club management to media and promotion viathe completion of Bronze, Silver and Gold award within five unique areas. Theywill be provided with their own workbook to log their hours and record theirprogression.u AthleLEARNER: Learning new skills and qualifications.u AthleDEVELOPER: Working with a mentor to develop

your interestsu AthleVOLUNTEER: Volunteering in Athleticsu AthlePLANNER: Writing a projectu AthleMEDIA: Media and promotion within Athletics

AthleACADEMY is available for £15.00 per person toschools and other partner organisations.

To register your school's interest please go towww.englandathletics.org/athleacademy-partner-sign-up

Leaflet: AthleACADEMY

The new leadership academyscheme available to partnersof England Athletics England Athletics is looking to create, develop and inspirea new generation of volunteers who will not only helpsupport the development of the sport, but also gain newinvaluable skills that they will be able to take into their lifeoutside of Athletics.

The new AthleACADEMY scheme will provide people aged14+ with an opportunity to learn about the various rolesavailable within the sport, from coaching to volunteeringand from club management to media and promotion viathe completion of Bronze, Silver and Gold award within fiveareas unique areas. They will be provided with their ownworkbook to log their hours and record their progressionand branded merchandise to support each group.

Available for just £15.00 per person – for more details and to sign up simplyemail us on athleacademy@englandathletics.org now!

Learning new skills andqualifications.

Working with a mentor to develop interests

Volunteering in Athletics

Writing a project

Media and promotion within Athletics

Inspiring a new generation of volunteers!

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Leaflet: Courses for teachers, coaches and leaders

We’re pleased to announce several coursesaimed at helping teachers, coaches andother leaders to develop their skills:

• Teaching Primary Schools Athletics

• Teaching Secondary Schools Athletics

• Leading Athletics

• Leadership in Running Fitness

Together with our work with short formathletics competition – such as Sportshall andSuper8 – these courses will help us to enhanceathletics participation in schools and get moreyoung people running!

To find out more about hosting one of thesecourses at your school, college or universityplease visit:

www.englandathletics.org/schools orwww.runengland.org

For further information about all our programmes forschools and colleges visit www.englandathletics.org

Courses forteachers, coachesand leaders

Diagram: Disabled Athlete Pathway

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Ad

vice

& In

fo

BR

ITIS

H A

THLE

TIC

S P

AR

ALY

MPIC

PA

THW

AY

The

Para

lym

pic

Pat

hw

ay f

or

Ath

leti

cs c

urr

entl

y in

clu

des

ath

lete

s fr

om

th

e fo

llow

ing

im

pai

rmen

t g

rou

ps.

All

even

ts a

nd

elig

ibili

ty a

re s

ub

ject

to

ap

pro

pri

ate

clas

sifi

cati

on

an

d

futu

re a

men

dm

ents

by

the

IPC

:

Blin

d &

par

tial

ly s

igh

ted

– m

ost

tra

ck a

nd

fie

ld e

ven

ts

Ath

lete

s w

ith

cer

ebra

l pal

sy (

and

bra

in t

rau

ma)

– m

ost

tra

ck a

nd

fie

ld e

ven

ts

Am

pu

tees

an

d le

s au

tres

– m

ost

tra

ck a

nd

fie

ld e

ven

ts

Man

ual

wh

eelc

hai

r u

sers

– s

eate

d t

hro

ws

& w

hee

lch

air

raci

ng

Dw

arf

ath

lete

s –

sho

t / d

iscu

s / j

avel

in (

men

); s

ho

t / d

iscu

s (w

om

en)

Pow

ered

wh

eelc

hai

r u

sers

– c

lub

th

row

an

d d

iscu

s

Ath

lete

s w

ith

a le

arn

ing

dis

abili

ty –

150

0m, l

on

g ju

mp

an

d s

ho

t

For

mo

re d

etai

ls o

f th

ese

Dis

abili

ty S

po

rt O

rgan

isat

ion

s an

d t

he

acro

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s u

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t o

ur

web

site

- en

gla

nd

ath

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cs.o

rg/d

isab

ility

ath

leti

csA

dd

itio

nal

op

po

rtu

nit

ies

and

pat

hw

ays

to in

tern

atio

nal

co

mp

etit

ion

are

ava

ilab

le t

hro

ug

h s

om

e o

f th

ese

org

anis

atio

ns,

co

nta

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hem

dir

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re in

form

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PA

RA

ATH

LETI

CS I

NTR

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UC

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N D

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S

Ath

lete

an

d C

oac

h D

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op

men

t: a

par

tner

ship

bet

wee

n

B

riti

sh A

thle

tics

an

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ng

lan

d A

thle

tics

CLUB & COACH DEVELOPMENT PROGRAMMES

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Further informationVisit our website to find out the latest news and what isavailable through clubs, schools’ athletics and coaching:

www.englandathletics.org/clubs for information onopportunities available to clubs including Athletics Networksand Clubmark certification, and for welfare guidance andpolicies for schools employing coaches and leaders.

www.englandathletics.org/schools to learn about thecompetition formats and opportunities available to schools

www.englandathletics.org/news for our latest news

www.englandathletics.org/flyingcoach for details on howyour child’s club and coach can benefit from expert input

www.englandathletics.org/coaching for information oncoaching

www.englandathletics.org/facebookgroup to join theEngland Athletics Facebook group

www.englandathletics.org/my-area for details of newsand who to contact in your area

www.englandathletics.org/competition to see the detailsof upcoming championships and competition opportunities

www.englandathletics.org/disabilityathletics forinformation on disability athletics and inclusivity, and detailsof who to contact for further information.

“The EnglandAthleticswebsite hasall the latestnews andinformation.”

For Athletics 365, visit www.athletics365.org

English Schools Athletic Association: www.esaa.net

For coaching resources visitwww.ucoach.com

For Run England visitwww.runengland.org

For Sportshall visitwww.sportshall.org

Other useful links