Physical Education Curriculum for Elementary Education

Sending - Throwing / Focus 3: Sidearm Throw / Beginner Level

Learning Objectives

Note: See Learning Objectives for Unit One of this guide.
Sub-concept : Throwing
Focus : Sidearm Throw

Description of the Mature Sidearm Throw

The sidearm throw is most often used by infield players in sports such as softball and baseball when:

the player catches the ball while off balance
the ball is caught to one side of the player's body
the ball has to be thrown a short distance in a hurry

Note: In situations such as the ones listed above, it may be unnecessary, impossible or undesirable to take a step with the opposite foot or to rotate the trunk.

The sidearm throwing movement is essentially the same as that of the overarm throw except that the throwing arm moves on a diagonal from the shoulder. The angle of the upper arm can vary from 45 degrees to just above horizontal. The same sidearm movement is used when striking an object with a racquet in such activities as racquetball, badminton and tennis.

Preparatory (wind-up) Phase

The body twists-hips, trunk and shoulders rotate clockwise or counterclockwise so that the side of the body is toward the target.
The elbow flexes as the throwing arm moves sideward and backward.
Most of the weight of the body is on the rear foot.

Propulsive Phase

The following occur in one flowing motion.
A step is taken with the opposite foot, shifting body weight from the back to the front foot. (See Note above).
The body "untwists"-hips, trunk and shoulders rotate.
With the elbow leading the movement, the throwing arm moves forward on a diagonal as it straightens.
Step, turn and throw.
Thus, the whole body can be used to impart force to the object-not just the shoulder, arm and hand.

Follow-through Phase

The fingers point in the direction of the target.

Refinement Cues

Non-throwing side of body to target
Arm way back
Elbow leads
Diagonal
Step with opposite foot (See Note above.)
Fingers point toward target
Refer to Activities 1-6 in the Overarm Throw Unit - Focus 2. Students are to use a sidearm action rather than an overarm action.

Assessment Ideas

Refer to Assessment Strategies in Part Two and Part Three of this curriculum guide.

Assessing the Sidearm Throw

Side to target

Arm way back

Elbow leads

Diagonal

Opposite foot

Fingers to target

(Names)

(Names)

(Names)

(Names)

(Names)

(Names)

Scale: List the names of children who do not perform the criteria more than half the time.

Sending - Throwing / Focus 4: Backhand (Unilateral) Throw / Beginner LeveL

Overview

Activity #1 Throwing Backhand for Distance
Activity #2 Throwing Backhand for Distance Using an Implement
Activity #3 Throwing Backhand for Accuracy
Activity #4 Underarm Throwing Obstacle Course

Learning Objectives

Note: See Learning Objectives for Unit One of this guide.
Sub-Concept : Throwing
Focus : Backhand (Unilateral) Throw

Description of the Mature Backhand Throw

The backhand throw is most often used to throw flying discs such as the standard Frisbee, mini discs (e.g., plastic lids), cloth disks and deck rings. The backhand movement pattern can be transferred to activities where a paddle or racquet is used. In activities such as hockey, golf and softball, although the implement is held with both hands, one arm performs what is essentially a backhand throwing movement pattern.

This throw is unlike the other three throws (underarm, overarm, sidearm) in the following ways:

the throwing arm is brought across (in front of) the body
a step is taken with the leg on the same side as the throwing arm

Preparatory (wind-up) Phase

The student stands with feet shoulder-width apart, with the trunk rotated so that the shoulder of the throwing arm is facing the target. The throwing arm is brought backward across the body so that the object is positioned near the opposite knee.

Propulsive Phase

The following occur in one smooth motion:

The throwing arm swings forward.
A step is taken with the foot on the same side as the throwing arm.
Body weight shifts from the back to the front foot. Thus, the whole body is used to impart force to the object, not just the shoulder, arm and hand.

Note: When throwing a flying disk, a "flick" of the wrist may be performed to cause the disk to spin.

Follow-Through Phase

The fingers point toward the target.

Refinement Cues

Shoulder (of throwing arm) points to target
Arm across the body
Step with throwing-side foot
Point fingers to target

Sample Refinement Questions and Statements

Look at these three throws (demonstrate the underarm, overarm, sidearm throws). Now look at the backhand throw (demonstrate). What are the differences between the first three throws and the backhand throw? (When performing the backhand throw you step with the throwing-side foot and the arm comes across the body so that the back of the hand is facing the target.)
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-with more force.
If you're holding the object in your right hand, which foot should be in front of the line (hoop, carpet)? Correct. Your right foot should be in front.
Same-side foot forward.
Flick your wrist just before releasing the disk to make it spin.
Luca, you're throwing with your right arm. So, which foot should be in front?
If your object (flying disk, deck ring, etc.) is not going in the direction of your target, notice where your fingers are pointing when you release the object. They should be pointing to the target.

Teaching Suggestions

The standard Frisbee disc may be used outside but mini discs (e.g., plastic container lids), cloth flying discs, deck rings and rings made of newspaper and tape may be more appropriate for younger students and for use in crowded areas.

Activity #1 - Throwing Backhand for Distance

Students stand approximately five meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, etc.). They throw the object toward the wall-using a backhand action-and then retrieve it.

Organization/Management

See Sample Organizational Arrangements of Students for Throwing and Catching from this curriculum guide.

A taped line, poly spot, piece of carpet, hoop, rope, etc. for each student to stand on (in, behind) will help them remember where they were standing before going to retrieve the thrown objects.

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.

Materials/Equipment

At least one flying disc (ring, etc.) 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 #4.

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 be and still get your object to hit the wall?

Vary the locomotions. Students use a different locomotion (hop, jump, skip, etc.) each time they retrieve their objects.

Vary the equipment. Half the students have one type of object (e.g., cloth disks) while the others have another type (e.g., plastic lids, deck rings, quoits). After a certain number of throws or a period of time, students exchange objects. Each student has more than one object. For example, each student has 3 different objects and throws each one before retrieving. Thus, students spend more time throwing and less time retrieving.

Activity #2 - Throwing Backhand for Distance Using an Implement

Students stand approximately four meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, etc.). Students place the object on or in the implement and throw toward the wall-using a backhand action.

Organization/Management

See Activity #1.

Materials/Equipment

At least one object (e.g., beanbag, yarn ball) for each student.

At least one implement (e.g., paddle, Frisbee, light racquet, scoop, empty milk carton, plastic containers 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 #4.

Adapt/Extend/Challenge/ Apply

See Lesson One and Lesson Two

Vary the level. Students kneel on the floor. They place an object on the floor near the knee that is opposite their throwing arm and use an implement to slide or roll the object toward the wall.

Activity #3 - Throwing Backhand for Accuracy

Using hands only and using an implement

Organization/Management

Four students in each learning area.

The number of learning areas will vary depending on the number of students in the class, the space, the time available, etc.

After students have been in a learning area for a period of time, a signal (e.g., music, handclap, drum) informs the students that it is time to move to the next learning area.

Posters, on which are written the key refinement cues (critical elements), 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 tin cans (plastic containers, etc.)

A piece of tape, a hoop, a carpet piece, etc. can be used as a starting line.

Station B

4 flying disks

Station C

To be determined by the teacher, by students and teacher, or by students only.

Station D

2 disks or rings

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 #4.

Station A

Activity Description

Plastic pails 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 a backhand 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. Throw while balancing on different body parts.

Vary the distance. When the throwers hit the pails two times in a row, they move their carpet piece two large steps farther away from the target and try again.

Station B

Activity Description

Students throw a disc as far as possible along a straight line.

Adapt/Extend/Challenge/ Apply

Total distance is the distance thrown minus the distance off the center line.

Station C

Activity Description

Students perform the backhand 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 create their own.

Station D

Activity Description

Student A stands with legs abducted (straddled, wide apart). Student B stands or kneels some distance away and attempts to "score" by sliding a disk or ring so it goes between the partner's legs "in the goal".

Adapt/Extend/Challenge/ Apply

How many times in a row can you slide the object through your partner's legs?

Vary the distance. When each student has gotten the object to slide through the partner's legs (scored a goal), they both take a small step backward. Let's see how far away from the goal you can go and still score? When student B slides the object between A's legs two times in a row, A moves her/his feet a little closer together (adduction). When the object does not go "into the goal", students switch roles.

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 a backhand 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 a backhand 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. Put a number on each target. 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 #4 - Underarm Throwing Obstacle Course

An obstacle course is set up where flying disks and/or rings must be thrown over, through, 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 flying disc (e.g., cloth disks, mini disks such as plastic lids, regular Frisbees) or ring (e.g., deck ring) 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 #4.

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 the curriculum guide.

Assessing the Backhand Throw

Points throwing shoulder toward target

Starts with arm across body, object near opposite knee

Shifts weight from the back to the front foot.

Steps forward with throwing-side foot.

When throwing a disk, makes it spin parallel to the ground.

Throwing hand follows through toward target.

(Names)

(Names)

(Names)

(Names)

(Names)

(Names)

Scale: List the names of students who do not perform the criteria more than half the time.

Side to target	Arm way back	Elbow leads	Diagonal	Opposite foot	Fingers to target
(Names)	(Names)	(Names)	(Names)	(Names)	(Names)
Scale: List the names of children who do not perform the criteria more than half the time.

*Activity #1 - Throwing Backhand for Distance* Students stand approximately five meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, etc.). They throw the object toward the wall-using a backhand action-and then retrieve it.
Organization/Management	See Sample Organizational Arrangements of Students for Throwing and Catching from this curriculum guide. A taped line, poly spot, piece of carpet, hoop, rope, etc. for each student to stand on (in, behind) will help them remember where they were standing before going to retrieve the thrown objects. 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.
Materials/Equipment	At least one flying disc (ring, etc.) 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 #4.
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 be and still get your object to hit the wall? Vary the locomotions. Students use a different locomotion (hop, jump, skip, etc.) each time they retrieve their objects. Vary the equipment. Half the students have one type of object (e.g., cloth disks) while the others have another type (e.g., plastic lids, deck rings, quoits). After a certain number of throws or a period of time, students exchange objects. Each student has more than one object. For example, each student has 3 different objects and throws each one before retrieving. Thus, students spend more time throwing and less time retrieving.

*Activity #2 - Throwing Backhand for Distance Using an Implement* Students stand approximately four meters from a wall in a stride leg position, with the back foot on a line (inside a hoop, on a carpet piece, etc.). Students place the object on or in the implement and throw toward the wall-using a backhand action.
Organization/Management	See Activity #1.
Materials/Equipment	At least one object (e.g., beanbag, yarn ball) for each student. At least one implement (e.g., paddle, Frisbee, light racquet, scoop, empty milk carton, plastic containers 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 #4.
Adapt/Extend/Challenge/ Apply	See Lesson One and Lesson Two Vary the level. Students kneel on the floor. They place an object on the floor near the knee that is opposite their throwing arm and use an implement to slide or roll the object toward the wall.

*Activity #3 - Throwing Backhand for Accuracy* Using hands only and using an implement
Organization/Management	Four students in each learning area. The number of learning areas will vary depending on the number of students in the class, the space, the time available, etc. After students have been in a learning area for a period of time, a signal (e.g., music, handclap, drum) informs the students that it is time to move to the next learning area. Posters, on which are written the key refinement cues (critical elements), 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 tin cans (plastic containers, etc.) A piece of tape, a hoop, a carpet piece, etc. can be used as a starting line. Station B 4 flying disks Station C To be determined by the teacher, by students and teacher, or by students only. Station D 2 disks or rings 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 #4.

*Station A*
Activity Description	Plastic pails 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 a backhand 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. Throw while balancing on different body parts. Vary the distance. When the throwers hit the pails two times in a row, they move their carpet piece two large steps farther away from the target and try again.

*Station B*
Activity Description	Students throw a disc as far as possible along a straight line.
Adapt/Extend/Challenge/ Apply	Total distance is the distance thrown minus the distance off the center line.

*Station C*
Activity Description	Students perform the backhand 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 create their own.

*Station D*
Activity Description	Student A stands with legs abducted (straddled, wide apart). Student B stands or kneels some distance away and attempts to "score" by sliding a disk or ring so it goes between the partner's legs "in the goal".
Adapt/Extend/Challenge/ Apply	How many times in a row can you slide the object through your partner's legs? Vary the distance. When each student has gotten the object to slide through the partner's legs (scored a goal), they both take a small step backward. Let's see how far away from the goal you can go and still score? When student B slides the object between A's legs two times in a row, A moves her/his feet a little closer together (adduction). When the object does not go "into the goal", students switch roles.

*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 a backhand 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 a backhand 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. Put a number on each target. 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 #4 - Underarm Throwing Obstacle Course* An obstacle course is set up where flying disks and/or rings must be thrown over, through, 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 flying disc (e.g., cloth disks, mini disks such as plastic lids, regular Frisbees) or ring (e.g., deck ring) 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 #4.
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.


Points throwing shoulder toward target	Starts with arm across body, object near opposite knee	Shifts weight from the back to the front foot.	Steps forward with throwing-side foot.	When throwing a disk, makes it spin parallel to the ground.	Throwing hand follows through toward target.
(Names)	(Names)	(Names)	(Names)	(Names)	(Names)
Scale: List the names of students who do not perform the criteria more than half the time.