ACTIVITY
overhand throw
for distance
Ready
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4 cones (for boundaries)
1 spot marker per student
1 3" foamball per student
Assorted tossables
1 hoop holder per 5 students (optional)
1 beanbag per student (optional)
1 hoop per student (optional)
Set
GRADES K-2
GO!
1. Overhand Throwing Technique
• Today we will practice throwing as far as we can. First, let’s warm up our shoulders
by throwing without the ball a few times.
• We call that “Shadowing” because we copy (or shadow) the movement we’ll do
with the ball. Let’s shadow the overhand throw together.
• Stand sideways to your target in the distance. If you throw with your R hand, your L
foot should be in front. If you throw with your L hand, your R foot is in front.
• Point at your invisible target with your non-throwing hand; then reach back and
point the ball directly behind you. Your body is in a “t.” Then bring the ball by
your ear.
• Step toward your target with your front foot; then bring your throwing arm
forward, extend it, and release the ball when it points at your target.
• Follow through to touch your opposite leg, and finish facing your target.
• “Shadow” throw (without the ball) 10X with good form. (Move to help those
in need.)
(continued)
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catching and
throwing
• Create large (30X30 paces) activity area.
• Send students to select 1 ball and 1 spot
marker each.
• Have students form a large circle, balls on the ground.
overhand throw
for distance
GO!
(continued)
2. Overhand Throw for Distance
• Pick up your ball and turn around so you’re facing out, not in. When I say, “Throw,”
throw your ball with good form, about half as far as you think you can.
• When I say, “Go,” retrieve it and run back to your place in our circle. (Call various
locomotor skills for retrieving.)
• We’ll do a few more throws half-way, then go a little further each time until everyone is
throwing as far as they can. That’s called “throwing for distance.”
• (After trials, signal students to select a different ball to throw for distance.)
3. Wrap It Up
• Who will share a Throwing for Distance tip? (Make a “t,” step forward to transfer weight,
rotate bodies so we use the muscles in our trunk, etc.)
• We’ve learned underhand and overhand throws. Which goes further? Why?
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Wall Challenge
(Need wall space, 1 ball and 1 spot marker per
student.) Begin by placing your spot 3-5 giant steps
away from the wall. Throw to the wall. If you hit
it on the fly, move your spot 1 step back and throw
again. How far back can you move your spot in 2
minutes?
Distance and Accuracy
(Need 1 beanbag per student, 1 hoop and 1 hoopholder per 5 students. Arrange hoops in holders at
various distances from a sideline.) Aim at a hoop.
On “Throw,” throw toward that hoop. On “Go,”
retrieve your ball and return to your place on
the line. Score a point each time your ball goes
through a hoop. (If no hoop holders, use chalk to
draw different size and shape targets on a wall or
backboard.)
STANDARDS ADDRESSED
NASPE
#1, 2 Spatial awareness,
throwing, locomotor skills
#3, 4 Participates in enjoyable,
challenging activities
#5, 6 Participates, appreciates,
enjoys movement, cooperates
with a partner
Your State (Write in here)
Math
What is an estimation? It’s an
educated guess, meaning you
have some information so you
can come pretty close. For
example, you can estimate how
many catches you and a partner
might make in 30 seconds. Or
how far you might throw a ball.
You can even estimate how
many years before you go to
college!
Language Arts
(Read My Shadow by Robert
Lewis Stevenson.)
PAULA’S POINTERS
• Throwing out from a circle
(instead of all students on a line)
keeps a student’s ability level
hidden from others.
• Signal different arm motions
(straight overhand, ¾, sidearm)
and ball release points (high,
medium, 45-degree angle, etc.) to
foster student experimentation.
Vocabulary
Shadowing, estimation
NOTES
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