Up your game
You’ll need
- Pens or pencils
- Stopwatch or phone
- Tape measure
- Access to the internet
- Something to mark lines (for example, chalk, masking tape, or rope)
- Sports equipment, depending on the sport
Before you begin
- In the run-up to this session, discuss with the group what clothes are best to wear for doing sport. Have everyone come to this session in their sportswear.
- Set up bases with enough space to do each individual discipline safely and comfortably. Outdoor space is usually better. Use masking tape, chalk or cones to mark lines and landing places.
- Get all the right equipment ready for each base. Check that the equipment is all in good order.
- Make sure you have enough adult helpers to supervise each base. Ask along some Young Leaders or other volunteers if you need more people.
Run the activity
- The person leading the activity should introduce each base and explain what sport will be happening at each. Explain any disciplines that are new to the group, as well as any safety rules they need to know.
Here are some examples of bases you could run:
You will need
- Shot
- Cricket ball
- Sticky notes
- Wall
- Safety guidance
- Set out a start line and field (throwing area).
- Those taking part stand on the line and throw the shot or cricket ball. For more information on technique in shot put, have a look at this, and for cricket bowling, this.
- Those watching or waiting to take part should offer competitors feedback and tips.
- Measure each throw with the tape measure and record the distance on the ‘Tracker and feedback’ sheet.
- Set out a start line and finish line, between two predetermined distances (for example, 100m and 200m)
- Have the first runner line up on the start line, shout ‘Go!’ and start the stopwatch. Runners should run to the finish line. Stop the stopwatch when they cross the finish line. Repeat for both distances
- Those watching or waiting to take part should offer competitors feedback and tips.
- Record each time from the stopwatch on that runner’s ‘Tracker and feedback’ sheet.
- For ‘Long Leap,’ set out a start line, have those taking part line up at it and take turns jumping as far forward from it as they can. For ‘Sargent jump,’ give each person taking part a sticky note. They should line up by a wall with their arms reaching up, jump and stick their sticky note on the wall as high as they can get it.
- Those watching or waiting to take part should offer competitors feedback and tips.
- Measure each jump with the tape measure and record the distance on the ‘Tracker and feedback’ sheet.
- Each person will need a copy of the ‘Tracker and feedback’ sheet and a pen or pencil.
- Show everyone how to use their ‘Tracker and feedback’ sheet. Explain that each person will need to get some feedback for how they did every time they attempt a challenge at a base. This is so that they can try to improve on their next attempt.
- Everyone should move around the bases in small groups or pairs. Bases can be completed in any order. Whenever someone attempts a challenge, their distance or time should be recorded on their ‘Tracker and feedback’ sheet, along with their feedback.
- The groups should complete each base, attempting each discipline at least once. When everyone has done this, give everyone a few minutes to think about the feedback they received.
- If they wish, groups can go around to the bases again to use what they’ve gained from the feedback to try and improve their performance.
Reflection
Challenges like this test a range of different skills. It’s likely that most people found some bases tougher than others. Why’s it important not to give up on a challenge, even if you find it hard at first? How might the feedback and support of everyone else help? It might feel strange to suddenly be giving advice, especially on bases you found difficult too! Why is all feedback and support useful, no matter who it comes from? One reason might be that it motivates you to try again and to keep improving. Remember – ‘You miss 100% of the shots you don’t take.’
Safety
All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.
- Active games
The game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on running active games safely.
- Outdoor activities
You must have permission to use the location. Always check the weather forecast, and inform parents and carers of any change in venue.
Most disciplines can be made more difficult, though this often depends on the technique involved. Mastering something like the shot put is likely to be more challenging than bowling a cricket ball, as a shot is quite heavy and the throwing motion is more of a ‘push’ than a throw. Some people might find longer distance running races tough, but others might prefer them. Discuss with your group what would make these bases easier or harder for them.
Adapt each base to be suitable for everyone. This may involve using a lighter ball for cricket bowling or a shorter-distance running race.
All Scout activities should be inclusive and accessible.
Budding athletes should check out the requirements for the Athletics Plus Activity Badge to develop even more sporty skills!
If anyone has any other suggestions for disciplines like these that can be run safely as bases, run this activity again with new sports. Keep using the ‘Tracker and feedback’ sheets to record how everyone does and note down feedback.