Fundamental Skills of Sports – Athletics

Fundamental Skills of Sports – Athletics — Unit 3

Class 8 | NCERT Khel Yatra | Physical Education and Well-being | 2026–27

Direct answer

Athletics includes movement-based sporting events such as running, jumping and throwing. In Class 8, the most important foundation is to learn safe body control, correct movement patterns, cooperation and gradual skill improvement. Running requires rhythm and coordination; jumping requires a controlled take-off and landing; throwing requires a safe release and a clear throwing area.

Learning outcomes

By the end of this unit, students should be able to:

• Describe the three main groups of athletics activities: track/running, jumps and throws.
• Demonstrate basic running posture, arm action and pacing.
• Explain take-off, flight and landing in a jump.
• Practise safe object throwing with suitable equipment and teacher supervision.
• Follow basic rules of starting, lanes, relay exchange and safe field-event organisation.
• Reflect on technique and personal improvement rather than comparing body size or athletic ability.

1. What is athletics?

Athletics is a collection of sporting activities built around human movements: running, jumping, throwing and, in some competitions, race walking and combined events.

Safety: Standard shot, discus and javelin implements are not suitable for unsupervised practice. School beginners should use soft, lightweight training objects in controlled areas.

2. Running fundamentals

Running posture

Keep the head and eyes generally forward, torso comfortably upright with a slight natural lean, shoulders relaxed and arms moving forward and backward. Land with controlled steps under or near the body's centre rather than reaching excessively far ahead.

Arm and leg coordination

Opposite arms and legs move together: when the right leg comes forward, the left arm usually comes forward. Avoid clenching fists or swinging arms widely across the body.

Starting and acceleration

A sprint begins with a stable starting position, followed by gradually increasing speed. For beginners, standing starts are easier to learn before crouch starts. Start only after the teacher's signal and keep the lane clear.

Pacing

Sprints use short bursts of fast running; longer runs require sustainable pace and breathing. Students should begin at a manageable intensity and slow down when needed.

Finish

Run through the finish line rather than stopping abruptly at it. Leave enough space beyond the line to decelerate safely.

3. Types of running

Relay fundamentals

In a relay, teammates exchange a baton in a designated area according to the event rules. At school level, begin with a stationary or walking exchange, communicate clearly, and progress only when the exchange is safe. Competition rules vary by event and federation; do not assume one exchange-zone length applies to every relay.

4. Jumping fundamentals

A jump has four useful phases:

1. Approach: Move toward the take-off area with control.
2. Take-off: Push from the ground while maintaining balance.
3. Flight: Coordinate the body while airborne.
4. Landing: Absorb impact with bent knees and stable alignment.

Standing broad jump

Stand behind a line, swing the arms naturally, push off with both feet and land on a soft, level surface with knees bent. Do not jump onto concrete or into crowded spaces.

Long jump

In a long jump, the athlete approaches, takes off from a designated board or area, travels through the air and lands in a properly prepared sand pit. A foul occurs if the athlete breaks the relevant take-off line under competition rules. A school lesson should prioritise safe technique and teacher-controlled use of the pit.

High jump

High jump requires specialised technique, equipment, a secure landing mat and trained supervision. Do not improvise high-jump practice over rigid bars or without an appropriate landing system.

5. Throwing fundamentals

Throwing involves coordinated movement from the legs and trunk through the arm to the object. Basic stages are:

1. Grip: Hold the implement securely.
2. Preparation/stance: Face or align safely with the target area.
3. Movement: Transfer force smoothly with controlled footwork.
4. Release: Let the object go in the intended direction.
5. Recovery: Maintain balance and stay behind the safety boundary.

Examples

• Shot put: A heavy spherical implement is put from near the neck/shoulder, not thrown like a cricket ball.
• Discus: A flat circular implement is released with rotational technique.
• Javelin: A spear-shaped implement is thrown overarm in a controlled field area.

For Class 8 beginners, use soft balls, beanbags or foam implements for distance and accuracy activities. Do not use heavy or pointed competition implements without qualified supervision and appropriate facilities.

Throwing-area rules

• Everyone stays behind the marked release line until instructed.
• Only one designated student throws at a time.
• Never throw toward another person.
• Retrieve objects only after the teacher's signal.
• Stop immediately if someone enters the landing zone.

6. Warm-up and cool-down

Example 8-minute warm-up

• 2 minutes easy walking or jogging.
• 2 minutes ankle, hip and shoulder mobility.
• 2 minutes controlled marching, skipping or side-stepping.
• 2 minutes low-intensity rehearsal of the day's running, jumping or throwing skill.

Example 5-minute cool-down

• Gradually reduce movement speed.
• Walk gently and breathe comfortably.
• Stretch lightly without pain.
• Reflect on one technical improvement.

These are suggested school activities, not claimed to be exact NCERT lesson timings.

7. Six safe learning activities

Activity A — Running form pathway

Set-up: Mark a clear straight pathway.
Method: Students walk, jog and run at manageable speeds while focusing on posture and arm swing.
Observe: Relaxed shoulders, coordinated arms and safe deceleration.

Activity B — Acceleration practice

Set-up: Mark short start and finish lines with adequate run-off space.
Method: Use a standing start and build speed gradually.
Observe: Balance, control and attention to the starting signal.

Activity C — Pacing challenge

Set-up: A short safe loop or straight course.
Method: Alternate easy movement and rest, aiming for an even comfortable pace.
Observe: Self-pacing and awareness of fatigue; never require exhausted students to continue.

Activity D — Relay cooperation

Set-up: Teams, soft baton or rolled cloth, marked exchange space.
Method: Begin with walking exchanges and clear verbal cues.
Observe: Communication and safe handover, not only winning.

Activity E — Jump and stick

Set-up: Non-slip level surface or suitable mat.
Method: Make a small controlled jump and hold a stable landing briefly.
Observe: Soft landing, knees aligned with feet and balance.
Adaptation: Supported heel raises or controlled step-ups.

Activity F — Soft-object target throw

Set-up: Clearly marked throwing line and empty landing zone.
Method: Throw a beanbag or foam ball toward a ground target on the teacher's signal.
Observe: Controlled release, balance and compliance with safety rules.
Adaptation: Seated or underarm throws as appropriate.

8. Inclusive participation

Different learners may need changes in distance, speed, equipment or movement type. A student using a wheelchair can participate in accessible relay exchanges and adapted target throws; a student with low vision may benefit from tactile markers, sound cues and a guide; students with hearing differences may need visible start signals. Agree adaptations with the learner and teacher rather than making assumptions.

9. Common rules and sportsmanship

• Start on the agreed signal and stay within the marked course when lanes are used.
• Do not obstruct or push competitors.
• Respect officials, teammates and opponents.
• Follow event-specific rules for take-off, release and baton exchange.
• Congratulate others and report unsafe behaviour.
• Do not judge classmates by body type or natural speed.

10. Technique versus performance

Measurement note: A stopwatch or measuring tape may be used for practice, but student progress is more than a single distance or time. Consistent technique and safety matter.

11. Questions with model answers

Q1. What is athletics?
Answer: Athletics includes sporting events based on running, jumping and throwing, as well as race walking and some combined events.

Q2. Name the main phases of a jump.
Answer: Approach, take-off, flight and landing.

Q3. Why is pacing important in longer runs?
Answer: Pacing helps a runner distribute effort and maintain movement without becoming exhausted too early.

Q4. What is a relay race?
Answer: A team running event in which runners pass a baton to the next teammate in an exchange area.

Q5. What is the difference between a sprint and a longer run?
Answer: A sprint focuses on fast acceleration and speed over a short distance; a longer run requires more sustained pacing and endurance.

Q6. What is a safe landing technique?
Answer: Land on an appropriate surface with controlled balance, allowing the hips, knees and ankles to bend comfortably to absorb impact.

Q7. Why should students not retrieve throwing objects immediately?
Answer: Another object may still be thrown. They must wait for the teacher to declare the landing area safe.

Q8. What is shot put?
Answer: A field event in which an athlete pushes a spherical implement from near the shoulder/neck to achieve distance.

Q9. How can a relay be adapted for beginners?
Answer: Use a soft baton, walking exchanges, shorter distances and visual or verbal cues.

Q10. What is fair play in athletics?
Answer: Following rules, respecting others, avoiding interference and accepting results respectfully.

12. Practice MCQs

1. Which is a field event? A. Long jump B. Relay race C. Sprint D. Distance run. Answer: A. 2. Which is most important before retrieving a thrown object? A. Teacher's safety signal B. Running quickly C. Winning D. Standing in the landing zone. Answer: A. 3. What does a relay team exchange? A. Baton B. Net C. Racket D. Disc. Answer: A. 4. Which is a jump phase? A. Take-off B. Serve C. Dribble D. Tackle. Answer: A. 5. Which activity helps develop pacing? A. Comfortable run–walk intervals B. Unsafe maximal effort C. Skipping warm-up D. Holding breath. Answer: A. 6. Which implement is put rather than thrown like a ball? A. Shot B. Javelin C. Discus D. Relay baton. Answer: A.

13. Fill in the blanks

1. Running, jumping and ______ are major athletics activities. Answer: throwing.
2. A relay uses a ______ for exchanges. Answer: baton.
3. The last phase of a jump is ______. Answer: landing.
4. Running at a sustainable rate is called ______. Answer: pacing.
5. Throwing objects must be retrieved only on the ______ signal. Answer: teacher's.

14. Reflection and simple assessment

Personal goal example: “Over two weeks, I will practise safe running posture and controlled finishes twice a week and record one technique improvement.”

15. Common misconceptions

• Athletics means only running. It also includes jumps and throws.
• Faster always means better. Control, technique and safety are essential.
• A longer jump is always a good jump. Unsafe landings are not successful learning.
• Everyone should use competition implements. Beginners should use age-appropriate safe equipment.
• Only winners benefit from athletics. Participation builds skills, confidence and cooperation.

16. Quick revision

Track: running and relays. Field: jumps and throws. Running: posture, arms, starts, pacing, finish. Jumping: approach → take-off → flight → landing. Throwing: grip → preparation → movement → release → recovery. Safety: warm-up, clear zones, suitable equipment, teacher supervision.

17. Sources and verification scope

Primary textbook identification: NCERT Khel Yatra, Class 8, Unit 3, Fundamental Skills of Sports – Athletics. Official NCERT textbook portal: https://ncert.nic.in/textbook.php ; NCERT CIET catalogue: https://www.ciet.ncert.gov.in/audio-book/141 .

Editorial boundary: This is an original, age-appropriate unit-aligned learning guide. The six practice activities, ten model questions, MCQs, fill-in-the-blanks and assessment rubric are supplementary material, not a claim that every exercise or activity is copied from or independently verified against the official NCERT unit. A full original-text exercise audit remains pending.