How does changing force and release angle impact your accuracy?
In a Grades 5/6 Physical Education class, a group of learners were exploring concepts of accuracy. The teacher had set up different stations around the gymnasium that would require the learners to adapt their approach to complete the task. The gymnasium was set up to accommodate group sizes of three to four people.
Stations:
At the start of a class, Mr. C showed the learners some beanbags and a hoop. He took a beanbag and said to the class, “I will land this beanbag in the hoop.” He then threw the beanbag underhand, linear, and hard, and the beanbag shot way beyond the target.
Mr. C asked the class, “What can I change to get the beanbag to land in the hoop?”
The learners responded, “You need to throw it softer!”
Mr. C adjusted the force of the underhand throw so it landed short of the hoop and a little to the right.
Mr. C then asked the class, “What can I change to get the beanbag to land in the hoop?”
The learners replied, “You can throw it a little bit harder this time,” and “You need to straighten your aim.”
Mr. C accepted the feedback and made one more attempt. This time the beanbag landed in the hoop.
Next, Mr. C then set up a tall mat in front of the hoop.
Following the same advice from before, he threw the beanbag again, and it hit the mat and fell to the ground.
Mr. C asked the learners, “What can I change to get the beanbag to land in the hoop?”
They quickly replied, “You need to throw the beanbag so it goes over the mat.”
So, Mr. C picked up the beanbag and threw it underhand so it would just clear the mat, but it travelled too far and landed past the hoop.
Mr. C asked the learners, “What can I change to get the beanbag to land in the hoop?”
The learners responded, “You need to throw it lighter,” and “You need to throw it higher so it just lands behind the mat.”
Mr. C then took two beanbags and followed the advice to throw it lighter, but the first beanbag didn’t clear the mat and fell to the ground. When he followed the advice to throw it higher so it would land just behind the mat, the second beanbag landed beside the hoop but not in it.
Mr. C asked one last time, “What can I change to get the beanbag to land in the hoop?”
One learner responded, “You need to adjust your aim.”
Mr. C took one last attempt and the beanbag landed in the hoop!
Mr. C explained that force (how hard he threw the beanbag) and the launch angle (the degree/line in which he released the beanbag) both affect where the beanbag lands. He asked, “Did stopping and analyzing where the beanbag landed impact my next attempt?”
The learners responded, “Yes, you changed how hard you threw it,” and “You also changed the launch angle.”
Mr. C then explained that the learners were required to analyze their results to become more accurate. He also explained that we can’t be 100 per cent accurate, but we can use the results to become more consistent.
Mr. C then took the class around to each station and explained the different tasks that were to be completed. At each station, there were written descriptions in case the learner needed further reminders of the task. After hearing the explanation for each station, the groups moved around the gym, each starting at a different station. Groups were given three to four minutes at each station and one minute to move to the next station. Groups moved to the next station when they heard the whistle.
After the completion of each station, the teacher asked for everyone to come to the middle of the gym and sit in a circle.
Mr. C asked, “How did you use force and launch angle to be more accurate?”
The learners provided a variety of answers that included how hard you throw an object and how high you throw an object. They were also able to connect that the angle of launch affects the distance the objects travel, and that concentration and focus played a role in the success.
Mr. C then asked, “Did you use the same strategy, force, and launch angle at every station?”
The learners replied that at some stations they had to throw it softly, and at some they could throw it hard. Other learners responded that they had to throw the ball up high to get it in the basketball net and it took a lot of power, and another learner talked about how you could throw it harder and straighter when trying to hit the pin or target on a wall.
Mr. C then asked, “How do force and launch angle work together?”
The learners figured out that the angle of launch can impact the distance travelled, and that sometimes throwing it harder and straighter was better for some target activities but throwing it softer and higher worked better for other target activities.
After the teacher finished the group debrief, the learners finished class by completing an exit slip that asked them to pick two stations where they had to use two different strategies, and to explain how the two strategies were different.
Stations and challenges can be adapted to include any manipulation skill or sport skill.
*These descriptors represent the dimensions of global competencies in physical education.
**These descriptors represent the dimensions of global competencies in health education.
