Sending - Throwing / Focus 2: Overarm Throw / Beginner Level

• Activity #1 Using All The Joints
• Activity #2 Summation of Forces
• Activity #3 Throwing Overarm For Distance
• Activity #4 Throwing Overarm for Distance Using an Implement
• Activity #5 Throwing Overarm for Accuracy
• Activity #6 Overarm Throwing Obstacle Course

Learning Objectives

Description of the Mature Overarm Throw

• The body twists-hips, trunk and shoulders rotate clockwise or counterclockwise so that the side of the body is toward the target. The non-throwing shoulder is pointing in the direction of the target.
• The elbow flexes as the throwing arm moves upward and backward (shoulder flexion).
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• Most of the weight of the body is on the rear foot.

• The weight of the body shifts from the back to the front foot. Unless the feet are already in a stride position, the weight shift is accomplished by stepping forward with the foot opposite the throwing arm.
• The body "untwists"-hips, trunk, and shoulders rotate.
• The elbow leads the movement of the throwing arm and extends as it moves in the direction of the target (shoulder extension).
• The fingers point in the direction of the target at the moment the object is released.
• The whole body is used to impart force to the object-not just the shoulder, arm, and hand.

Refinement Cues

• Non-throwing side of body to target
• Arm way back (twist upper body)
• Elbow leads (untwist)
• Step with opposite foot (if legs are not already in a stride position)
• Fingers point to target

Sample Refinement Questions and Statements

Questions and comments such as the ones that follow can be used throughout the unit to provide feedback and foster thinking.

• One foot should be on the line (in the hoop, on the carpet) and the other foot should be in front when you let go of the object. This is called a stride position.
• Stepping forward will help you throw your object farther because when you take a step, you're using more big muscles than when you don't step forward. When you use a greater number of joints and muscles, you can produce more force. When you throw with more force, the object will travel a longer distance and travel faster.
• If you're holding the object in your right hand, which foot should be in front? (The foot that is opposite the throwing arm-the left foot).
• Before each throw, check to make sure your opposite foot is in front.
• Opposite foot forward.
• Luca, you're throwing with your right arm. So, which foot should be in front?
• I can see that Shelley, Corinne, Peter...all have their opposite foot forward as they throw.
• Throw as if you were bowling.
• Your hand should go past your knee.
• Are you releasing the ball at or below knee level?
• That's right Samantha, keep looking at the target throughout the throw.
• Are you releasing the object when your fingers are pointing toward to the target?

Activity #1 - Using All the Joints This learning experience provides some ideas for teaching the overarm throw using a Guided-Discovery approach. · Students stand two meters away from the wall and throw an object at it. They move halfway across the gymnasium and throw again with enough force that the object hits the wall. They then move all the way across the gymnasium and throw again. What did you do differently each time you threw your object? Why? · Students stand with feet together on a line (in the hoop, on the carpet) three to five meters away from the wall. They throw an object toward the wall two or three times in a row. · Students throw by flexing the wrist only. Who can name the joint about which the hand is moving? If your hand were a door, what part of your body would be the hinge? That's right Curtis, the wrist joint. · Students throw by extending the elbow and flexing the wrist. If your forearm were a door, where would the hinge be? Yes. At the elbow. The forearm is rotating around the elbow joint. We could say the forearm is rotating around the elbow "hinge". What is it that makes body parts move? What makes your wrist and elbow move when you throw? That's right, your muscles make your body parts move by contracting. There are groups of muscles for every joint in your body. When you flex your wrist, one group of muscles is producing force. How many groups of muscles are producing force when you extend your elbow-and flex your wrist? Two groups. Do you think two groups of muscles can produce more force than one group? If you use one more body part-one more group of muscles-do you think you'll be able to throw your object farther than before? Let's try to find out. · Students throw by extending the shoulder and the elbow, and flexing the wrist (in one smooth flowing motion). What was different this time? Yes, there are now three hinges and three groups of muscles. Were you able to make your object land closer to the wall-farther away from you-than when you used only your elbow and wrist? Why do you think you can throw your object farther when you extend your shoulder? That's correct. It's because you now have three groups of muscles working together (cooperating) and producing more force to throw the object. If you can produce more force by adding groups of muscles, which group of muscles could you now add in order to throw your object even farther than before? Okay. This time, add a rotation of your shoulders and trunk as you throw. · Students throw by rotating the shoulders and trunk, extending the shoulder and the elbow, and flexing the wrist (in one smooth flowing motion). Which part of the body can you add now? Try adding the hips. · Students throw by rotating the hips, shoulders and trunk, extending the shoulder and the elbow, and flexing the wrist (in one smooth flowing motion). Grab your wrist with your other hand. Now grab your elbow, your shoulder, your hip. What was different-what changed-with each joint that you grabbed? Right! Each one is bigger-has bigger muscles around it-than the previous one. Do you think you can produce more force with smaller or bigger muscles? What's the biggest group of muscles in your entire body? Do you agree with Eddy that the biggest and strongest muscles are in your legs? How can you use the muscles in your legs to help you throw farther (or so that it hits the wall with more force)? By taking a step as you throw? Try it. · Taking a step forward with the opposite foot. Students throw by rotating the hips, shoulders and trunk, extending the shoulder and the elbow, and flexing the wrist (in one smooth flowing motion). Throw your object two or three times, taking a step forward with the leg that is on the same side as your throwing arm. Now try it stepping forward with the opposite foot. Did you notice any difference? Are you able to throw your object farther (or harder) when you take a step with the leg on the same side as your throwing arm, or when you step with the leg that is opposite your throwing arm? Who watches baseball on TV? With which leg do baseball players step forward when they throw? Why? Whenever you want to throw an object far away-with a lot of force-what should you do? Correct! You should use all the joints that can be used. Can you think of some times in the past when you had to throw something with a lot of force? Can you think of any situations in the future when you may want or have to throw something with a lot of force?
Organization/Management	· See Sample Organizational Arrangements of Students for Throwing and Catching from this curriculum guide. · Using objects that do not bounce or bounce very little-yarn balls, KooshTM balls, bean bags, etc.-could reduce the time spent retrieving the objects.
Materials/Equipment	· At least one no-bounce object for each student.
Refine	· See Refinement Cues, Focus #2.

Activity #2 - Summation of Forces The teacher can extend the previous learning experience by explaining to students that the principle of "using all the joints that can be used" is also referred to as "summation of forces" because the forces produced by each joint used to throw are "added" together. This can be illustrated by assigning, to each joint that can be used when throwing, a number that corresponds to the amount of force it produces when students throw an object as far as they can. The following learning experience can be modified to be done with the whole class. Students work in small groups. Each student in the group, one after the other, stands on a line and throws a beanbag as far as possible-using only a specified number of joints (see the list below). The distance between the line and the spot where the beanbag landed is measured and recorded. The average distance is calculated and assigned to the joint. This procedure is repeated for each of the following: the wrist the elbow and the wrist the elbow, and the wrist the trunk, the shoulder, the elbow, and the wrist the hips, the trunk, the shoulder, the elbow and the wrist the leg (stepping with the foot opposite the throwing arm), the hips, the trunk, the shoulder, the elbow, and the wrist For example, the wrist joint might be assigned a distance (unit of force) of 1.1 meters, the elbow and wrist a distance (unit of force) of 3.3 meters, and so on. Students then add all six distances (find the sum of the forces). What happens to the sum if you throw without taking a step? Will the object travel as far? How much force do you lose if you don't use your wrist? What happens to the sum if you don't move your arm back as far as you can (wind-up) before throwing? What conclusion can we reach as a result of doing this activity? Right! To throw far or to throw hard, use all the joints that can be used. Any other conclusions? Yes. Bigger groups of muscles, such as those of the trunk contribute more force than do smaller muscle groups such as those of the wrist. Therefore, it is more important to use the large muscles when trying to throw an object far away or with a lot of speed.
Organization/Management	· See Sample Organizational Arrangements of Students for Throwing and Catching on page 237 of this guide. · Using objects that do not bounce or bounce very little-yarn balls, KooshTM balls, bean bags, etc.- could reduce the time spent retrieving the objects.
Materials/Equipment	· At least one no-bounce object for each student.
Refine	· See Refinement Cues, Focus #2.

Activity #3 - Throwing Overarm for Distance Students stand approximately three meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, astride a poly spot, etc.). They throw the object toward the wall-using an overarm action-and then retrieve it.
Organization/Management	· See Sample Organizational Arrangements of Students for Throwing and Catchingfrom this curriculum guide. · Using objects that do not bounce or bounce very little-yarn balls, KooshTM balls, bean bags, cloth flying disks, etc.-will reduce confusion, lost time, and the possibility of injury that would be more likely to occur if balls were used. · A taped line, poly spot, piece of carpet, hoop, rope, etc. for each student to stand on (in, behind, astride) will help them remember where they were standing before going to retrieve the thrown object. Students are also less likely to drift into each other's personal spaces when they each have a "home base". · In order to decrease the likelihood that students will get hit when retrieving their objects, the teacher may choose to have students throw and/or retrieve only when she or he gives the signal to do so. When I give the signal, throw your objects as far (or with as much force) as you can. When you hear the whistle (handclap, drum beat, etc.), go get your objects and return to your place.
Materials/Equipment	· At least one no-bounce object for each student. · Depending on the organizational arrangements of students, a greater number and variety of objects may be required.
Refine	· See Refinement Cues, Focus #2.
Adapt/Extend/Challenge/ Apply	· Vary the distance. If the object hits the wall, take one step away from the wall and throw again. If the object doesn't reach the wall, take a step closer to the wall before you throw again. How far away from the wall can you get? · Vary the locomotions. Students use a different locomotion (hop, jump, skip, etc.) each time they retrieve their objects. · Vary the equipment. Each student has more than one object. For example, each student has three different objects and throws each one before retrieving. Thus, students spend more time throwing and less time retrieving. ·Half the students have one type of object (e.g., bean bags) while the others have another type (e.g., KooshTM balls). After a certain number of throws or a period of time, students exchange objects. ·Form several small groups of four or five students. For example, if there were five groups of five students, students in Group 1 have bean bags, students in Group 2 have KooshTM balls, Group 3 students have fluff balls, Group 4 students have yarn balls, and students in Group 5 have some other type of small no-bounce object. After a given number of throws or time period, Group 1 students give their bean bags to Group 2, Group 2 students give their KooshTM balls to Group 3, and so on.

Activity #4 - Throwing Overarm for Distance Using an Implement Students stand approximately three meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, astride a poly spot, etc.). Students place the object on the implement and throw toward the wall.
Organization/Management	· See Activity #3.
Materials/Equipment	· At least one no-bounce object (e.g., beanbag) for each student. · At least one implement (e.g., paddle, Frisbee, light racquet, scoop) for each student. · Depending on the organizational arrangements of students, a greater number and variety of objects and implements may be required.
Refine	· See Refinement Cues, Focus #2.
Adapt/Extend/Challenge/ Apply	· See Activity #3.

Activity #5 - Throwing Overarm for Accuracy
Organization/Management	· Four students in each learning area. · Learning areas are set up in the gymnasium (outdoors, in other environments). The number of learning areas will vary depending on the number of students in the class, the space, the time available, etc. · In some of the learning areas, a piece of tape (hoop, carpet piece, poly spot, etc.) These markers can be used as a starting line. In some learning areas, they may also serve as "homebases" that help students remember where they were standing before leaving to retrieve their object, and to maintain their spacing. · After students have been in a learning area for a period of time, the teacher uses a signal (e.g., music, handclap, drum) to inform the students that it is time to move to the next learning area. · Posters, on which are written the key refinement cues, can be placed on the walls of the gymnasium. Thus, students can take on more responsibility for their own learning and become less dependent on the teacher.
Materials/Equipment	Station A 10 beanbags (KooshTM balls, yarn balls, sock balls, etc.) 12 plastic pails (plastic containers, etc.) Station B 2 pylons (empty milk cartons, tin cans, etc.) 2 balls (used for throwing) 2 balls (to place on top of the pylons) Station C To be determined by the teacher, by students and teacher, or by students only. Station D Piece of plywood (approximately one meter square) or a very heavy cardboard box on which is painted, in bright colors, the face of a clown. Holes, representing different part of the head (e.g., ears, eyes, mouth) have been cut out. Each hole is assigned a point value; smaller holes are assigned a higher point value. 20 small objects (e.g., beanbags)-five for each student. Station E 4 paddles (or short-handle racquets) 4, 8, or 16 objects (e.g., beanbags) 2 or 4 hoops (e.g., small boxes, plastic pails) Station F 4 scoops 4, 8, or 16 objects (e.g., beanbags) 2 or 4 containers (e.g., small boxes, plastic pails) Station G 4-8 targets placed on the wall (e.g., paper plates or pieces of cardboard with pictures on them that students have drawn or glued) tape or fun tack to stick targets to the wall
Refine	· See Refinement Cues, Focus #2. Note: The same refinement cues are used for each of the activities that follow.
Station A
Activity Description	· Milk cartons are stacked on a bench, folded mat, box top, or other elevated surface. One student throws and the partner stacks the cans when they fall. The thrower stands on a carpet piece two meters away and uses an overarm throwing action. After five throws, the students switch roles.
Adapt/Extend/Challenge/ Apply	· Vary body parts. Alternate throwing with left and right arms. Throw with eyes closed. · Vary the distance. When the throwers hit the cans two times in a row, they move their carpet piece two large steps farther away from the target and throw again.
Station B
Activity Description	· Student stands approximately two meters away from a pylon (or substitute) on which a ball has been placed. They throw a no-bounce object so as to knock the ball off the pylon.
Adapt/Extend/Challenge/ Apply	· Vary body parts. Alternate throwing with left and right arms. Hold the ball with both hands and throw-using an overarm throw. Throw with eyes closed. · Vary the location. Throw from one place. If you knock the ball off the pylon from that place, move to another place and throw again. · Vary the distance. If you knock the ball off the pylon twice in a row, take one large step backward and try again from this new distance. · Vary the equipment. Use objects of different sizes, textures, weight, etc.
Station C
Activity Description	· Students perform the overarm throwing (for accuracy) activity that they have designed. Students may have to be given classroom time or time during a previous physical education lesson to prepare this activity.
Adapt/Extend/Challenge/ Apply	· Students can create their own.
Station D
Activity Description	· Students throw objects at the clown face and attempt to score as many points as possible.
Adapt/Extend/Challenge/ Apply	· Vary the distance. Students stand at whatever distance from the target as they choose. However, when they have earned a certain number of points (e.g., 25), they must move two or three large steps further away from the target.
Station E
Activity Description	· Students stand two meters away from hoops lying on the floor. They hold a paddle in one hand, place an object on the paddle, and then use an overarm throwing action to propel the object so that it lands inside one of the hoops.
Adapt/Extend/Challenge/ Apply	· Vary the distance. If the object lands inside the hoop, they take one step back. If they miss the hoop, they move one step closer to the target. · Vary the equipment. After a specified number of successful throws using the paddles, students try throwing with the short-handle racquets.
Station F
Activity Description	· Students stand two meters away from containers lying on the floor. They hold a scoop in one hand, place an object in the scoop, and then use an overarm throwing action to propel the object so that it lands inside one of the containers.
Adapt/Extend/Challenge/ Apply	· Vary the distance. If the object lands inside the container students take one step back. If they miss the container, they take one step forward.
Station G
Activity Description	· From a distance of three meters, students throw objects at targets that have been placed on the wall.
Adapt/Extend/Challenge/ Apply	· Vary the distance. Each time students hit one of the targets, they move backward one step. When they miss, they move one step closer to the targets. · Vary the levels and dimensions. Ten targets, numbered from one to five (one to ten), are located at different levels on the wall. Each target is smaller than the next-number one the largest and number five (ten) the smallest. ·Students stand on a line three meters away from the wall. Students must hit each target in the order they are numbered before they can move to a line located four meters away. Repeat from a line located five meters away, and so on. · Students have to hit the targets in the order they are numbered before being allowed to take a step backward. For example, students hit target #1 and take a step backward, away from the targets. They must now hit target #2 before they can take another step backward. And so on.

Activity #6 - Overarm Throwing Obstacle Course An obstacle course is set up where objects must be thrown-using an overarm throw-through, over, between, under, around, a variety of equipment. This activity resembles the game of golf in that one of the objectives is to make as few throws as possible. Students stand behind a starting line to make their first throw. All subsequent throws are made from where the object landed.
Organization/Management	· The course may be set up indoors or outdoors. · Students can be provided with a map of the course and a score card.
Materials/Equipment	· At least one object (e.g., beanbags, no-bounce balls, quoits) for each student. · For an outdoor obstacle course, equipment such as the following may be used: playground equipment, fences, ball backstops, trees, ladders, tires, hoops lying on the ground or suspended from trees
Refine	· See Refinement Cues, Focus #2.
Adapt/Extend/Challenge/ Apply	· The obstacle course is modified so that it more closely resembles a golf course. · Orienteering (map and compass) learning activities are incorporated. · Students are given some of the responsibility for the planning, design and set up of the obstacle course. · Students keep track of the number of throws needed to finish the course.

Assessment Ideas

Refer to Assessment Strategies in Part Two and Part Three of this curriculum guide. Also see the following templates.

Assessing the Overarm Throw

The student steps with the opposite foot
Student Names	(scale, date)	(scale, date)	(scale, date)	(scale, date)
Scale: 5 = Almost always 4 = Most of the time 3 = About 1/2 the time 2 = About 1/3 of the time 1 = Rarely

Assessing the Overarm Throw

Student Names	Points non-throwing shoulder toward target	Pulls throwing hand way back	Steps forward with opposite foot	Shifts weight from the back to the front	Fingers point toward intended target
Scale: 5 = Almost always 4 = Most of the time 3 = About 1/2 the time 2 = About 1/3 of the time 1 = Rarely

Peer Observation

Student A throws a ball toward a target five times in a row using an overarm throwing action. Student B observes each throw focusing on only one critical element (e.g., opposite foot forward). If the critical element (cue) is not being performed correctly, the observer tells the thrower what is needed to improve performance of the throw.

Portfolio Task

Students are asked to write three important things to remember (refinement cues) when throwing an object using an overarm action.