Throwing/Shot Put Techniques and t-v Diagrams

Summary: The students (recommended age 10 – 14 yr) enhance their throwing distance (by improving the throwing angle and the throwing speed) and learn/practice the interpretation of time-velocity diagrams.

General Note: The lesson structure combines sports and STEM (physics focus) by alternating between the two subjects. There are 4 lessons à 90 minutes.

Topics overview

Lesson 1: This lesson focuses on getting to know various ball versions and experimenting with throwing them. The students record their techniques and compare them. Another key point is finding an optimal throwing angle.

Lesson 2: The students learn/train a few keywords (velocity, distance, force, …) to better describe the (physical) aspects of the flying curve. Furthermore, the students train in the use of diagrams (time-velocity). Easy examples of using the throwing device get distributed to learn the connection between movement and data. The students also perform some easy tasks with the device to see the results of their movement.

 Lesson 3: This is a practical lesson about improving the chosen throwing technique, especially focusing on better throwing velocity. The students work in tandem groups to record and train the exercise regularly and use the sensory data to judge their improvements.

Lesson 4: The students interpret the graphs of time-velocity diagrams. Partially this happens in other contexts. But the primary focus lies on the students performing various (self-chosen) actions with the throwing devices. Other group members then have to perform matching actions only by looking at the graphs (interpreting the data and experimenting playfully).

Detailed Throwing Sequence

To complement this, here are some graphics of how the t-v diagrams might look for different movements:

Throwing movements including diagrams


(((Deutsche Version)))

Forces and interaction principles while Swimming

This is a template for four units on swimming and physics. The main focus is on forces and the interaction principle. The lessons alternate between a more practical or theoretical nature.

Overview of the lesson content:

Lesson 1: Examining the forces during swimming qualitatively.

Lesson 2: Learning about forces in a more theoretical/physics nature and using appropriate terms and definitions.

Lesson 3: Improve swimming speed with better techniques and minding water resistance. This includes using a sensor to better understand and monitor the progress/difficulties.

Lesson 4: Students apply Newton’s interaction principle to the swimming lessons and can also explain everyday situations using it.

Enclosed is the link to the document:

Swimming_Lessons_-_Physics Forces

Oxygen Supply while swimming

This lesson sequence is for a swimming class including biology sections (or classes). The focus is on the oxygen supply of the heart and body. Leading question through the lessons: Why am I out of breath so fast? How can I prevent this?

Overview of the lesson content:

Lesson 1: Practising the economization of breathing during swimming.

Lesson 2: Details about the oxygen supply in the body, examining lung volume and the role of the heart.

Lesson 3: Focus on the heart rate and recovery phase during swimming. Students learn to regulate their movement.

Lesson 4: Students reflect on their swim training, characterize the cardiovascular system and draw conclusions about keeping healthy.

Enclosed is the link to the document:

Swimming_Lessons_-_Biology: Oxygen Supply

Balltechniken und t-v-Diagramme – Werfen & Kugelstoßen

Hier ist eine Vorlage für vier Einheiten zum Thema Kugelstoßen/Werfen und t-v-Diagrammen in der Physik. Die Stunden haben dabei abwechselnd mal eher  praktischen oder theoretischen Charakter. Der Fokus liegt hierbei auf physikalischen Eigenschaften, allerdings kann das Material auch für eine Einheit in Mathematik bzgl. Diagrammen genutzt werden, oder auch als eine Erweiterung des Sportunterrichts.

Übersicht zum Ablauf der Einheit:

Stunde 1: Üben/Trainieren der veschiedenen Stoßtechniken, sowie diese abschließend reflektieren. Möglichst mit Nutzung von Videos (Replay, SlowMo) zur detaillierten Reflektion.

Stunde 2: Aneignung der Fachsprache der physikalischen Vorgänge, inklusive Transfer auf andere Situationen. Ergänzend Einführung der Sensoren, die im weiteren Verlauf genutzt werden und die Behandlung entsprechender Diagramme.

Stunde 3: Die Stoßtechniken werden nun sowohl mit Sensor- als auch Videodateien analyisiert und auf dieser Basis individuell weiter verbessert. Dabei wird auch das Verständnis von Diagrammen parallel geübt.

Stunde 4: Die Datenauswertung wird verfeinert und teilweise auch spielerisch geübt.  Die Diagrammanalysefähigkeiten werden auch auf andere Situationen übertragen.

(Umsetzung bspw. im Physikunterricht mit Praxisphasen; als Tandem zwischen Physik und Sport; als AG am Nachmittag; als Projekt; oder mit weniger Theorie im Sportunterricht)

Anbei der Link zum Dokument:


Ergänzend dazu sind hier einige Grafiken, wie t-v-Diagramme zu verschiedenen Bewegungen aussehen können:

Wurfübungen mit Diagrammen


(((English Version)))

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