PE-2-Local Community, Local Discovery

Physical education Summary
KS3 Cycle Curriculum Pack

Project two – Local Community, Local Discovery
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Local Community, Local Discovery

summary
There are two reasons usually given by students for not cycling in towns
(especially London):
1. The roads are too busy/dangerous
Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009
2. There is nowhere to cycle

The purpose of this unit is to give students the skills and resourcefulness
to overcome these issues. There is no doubt that urban areas present
significant barriers to safe cycling but, as many groups have proven, they
are far from insurmountable.
Physical inactivity is a significant health risk in the UK. Active forms of
transport, such as cycling and walking to and from school, are recognised
as effective ways of students undertaking a significant level of their daily
requirement for physical exercise.
Cycling is a cheap, convenient, low-impact and environmentally friendly
form of transport. It is also one which is likely to be maintained by
students once they have been given the opportunity.
UK National guidelines for physical activity recommend a minimum
of 60 minutes’ vigorous physical activity every day for young people.
For more information, visit:
www.teachernet.gov.uk/teachingandlearning/subjects/pe/nationalstrategy
Regular physical activity significantly increases life expectancy and reduces
the incidence of chronic illness. However, most recent evidence is that
levels of physical activity among students in schools have been dropping.
This decline in activity has been going on for a number of years.
Travel to school journeys undertaken by car or public transport have
increased significantly, indeed some 20 per cent of all peak-hour traffic in
the UK now is accounted for by children of school age being transported
to and from school.
Sustrans has identified that more than one third of schoolchildren would
like to either walk or cycle to school, but that only two per cent do so.
The principal reason for this is known to be parental concerns about
safety. For more information, visit: www.sustrans.org.uk/bikeit
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summary
Motor vehicles are the source of most significant harm in the UK transport
system. Road safety for cyclists and pedestrians is increased by moving
people out of their cars and promoting cycling, walking and use of
public transport.

Cycling as an activity becomes safer when there are more cyclists and
cycle paths and lanes are introduced; the overall speed of the traffic is
reduced as a result.
Getting more children walking and cycling to school is a key Government
objective. This is directly linked to the development of travelling to school
action plans. In January 2008 a record £140m investment by government
in cycling was announced. This will allow:
• An extra 500,000 10-year-olds across England to take part in Bikeability
cycle training by 2012, equipping them to cycle safely and responsibly1
• The building of another 250 Safe Links to Schools, connecting around
500 more schools to the National Cycle Network. Many schools with
links have already doubled the number of students cycling to school 2
• Create up to a further 10 Cycling Demonstration Towns in England, as
well as the first large Demonstration City. This will mean nearly three
million people will have the chance to benefit from best practice and
promotion of cycling 3
Schools need to be providing their students with opportunities to increase
their cycling proficiency and develop positive habits of walking and cycling
to school.
Schools should also be prepared to introduce cycling into the school
Physical Education curriculum, as well as providing extra-curricular activities
which encourage students to take part in cycling activities. These may be
linked to local cycling clubs, but their primary purpose is to encourage
students to collectively participate in exercise programmes which are linked
to cycling in their local and wider communities.
1, 2, 3
Source: www.bikeforall.net/news.php?articleshow=416
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summary
Cycling, in all its various forms, can be a useful medium for teaching
a number of subjects across the National Curriculum as well as being
a healthy way to get to school, play, exercise and travel.
Cycling can be incorporated into the National Curriculum, from within
specific subject areas such as Physical Education (PE), Science, Design and
Technology, Citizenship and Personal, Social and Health Education (PSHE),
and across the curriculum through Education for Sustainability and
spiritual, moral, social and cultural development.
A successful and high-quality Physical Education curriculum should enable
all students to enjoy and succeed in many aspects of physical activity.
Discovering what they like to do, what their aptitudes are, and how and
where to get involved in physical activity, helps them make informed
choices about lifelong physical activity.
Schools should also be seeking to support the efforts of Transport for
London (TfL) in working to increase the growth of cycling among students
in school and within the wider community. To that end, utilising the open
spaces which may be available to schools across London is an essential
part of this programme. This includes the spaces located within the
school’s boundaries and other recreational spaces to be found within
the community of the school.
The objective is to establish a process within the school and then to help
schools and students research and develop opportunities for safe cycling
experiences as part of their school curriculum and extra-curricular
activities programmes.
Physical education Teaching delivery map
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teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work
Subject Unit summary

Citizenship
2.1 Critical thinking and enquiry Students should be able to:
• Research, plan and undertake enquiries into issues and
problems using a range of information and sources
2.2 Advocacy and representation Students should be able to:
• Express and explain their own opinions to others
through discussions, formal debates and voting
• Communicate an argument, taking account of
different viewpoints and drawing on what they have
learnt through research, action and debate
• Justify their argument, giving reasons to try
to persuade others to think again, change or
support them
• Represent the views of others, with which they
may or may not agree
2.3 Taking informed and Students should be able to:
responsible action • Explore creative approaches to taking action on
problems and issues to achieve intended purposes
• Analyse the impact of their actions on communities
and the wider world, now and in the future
• Reflect on the progress they have made, evaluating
what they have learnt, what went well, the difficulties
encountered and what they would do differently
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Areas within the KS3 QCA scheme of work (continued)
PSHE: Economic well-being and financial capability
1.2 Capability Exploring what it means to be enterprising.

Understanding how to make creative and realistic plans
for transition.
1.3 Risk Understanding risk in both positive and negative terms.
Taking risks and learning from mistakes.
2.1 Self-development Students should be able to:
• Develop and maintain their self-esteem and envisage
a positive future for themselves in work
• Assess their needs, interests, values, skills, abilities
and attitudes in relation to options in learning, work
and enterprise
• Review their experiences and achievements
2.3 Enterprise Students should be able to:

• Assess, undertake and manage risk
• Manage change and transition
• Use approaches to working with others,
problem-solving and action planning
• Understand and apply skills and qualities
for enterprise
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Physical education

1.1 Competence Developing control of whole-body skills and fine
manipulation skills.
Responding with body and mind to the demands
of an activity.
Adapting to a widening range of familiar and
unfamiliar contexts.
1.2 Performance Understanding how the components of competence
combine, and applying them to produce
effective outcomes.
Appreciating how to make adjustments and adaptations
when performing in different contexts and when
working individually, in groups and teams.
Understanding the nature of success in different types
of activity.
1.3 Creativity Exploring and experimenting with techniques, tactics
and compositional ideas to produce efficient and
effective outcomes.
1.4 Healthy, active lifestyles Understanding that physical activity contributes to
the healthy functioning of the body and mind and
is an essential component of a healthy lifestyle.
Recognising that regular physical activity that is fit for
purpose, safe and enjoyable has the greatest impact
on physical, mental and social well-being.
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Physical education
2.3 Developing physical Students should be able to:

and mental capacity • Develop their physical strength, stamina, speed
and flexibility to cope with the demands of
different activities
• Develop their mental determination to succeed
2.4 Evaluating and improving Students should be able to:

• Analyse performances, identifying strengths
and weaknesses
• Make decisions about what to do to improve their
performance and the performance of others
• Act on these decisions in future performances
• Be clear about what they want to achieve in their
own work and what they have actually achieved
2.5 Making informed choices Students should be able to:
about healthy, active lifestyles • Identify the types of activity they are best suited to
• Identify the types of role they would like to take on
• Make choices about their involvement in healthy
physical activity
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Mathematics

1.1 Competence Applying suitable mathematics accurately within
the classroom and beyond.
Communicating mathematics effectively.
Selecting appropriate mathematical tools and methods,
including ICT.
1.3 Applications and implications Engaging in mathematics as an interesting and
of mathematics worthwhile activity.
2.1 Representing Students should be able to:
• Identify the mathematical aspects of a situation
or problem
• Select mathematical information, methods
and tools to use
2.2 Analysing Students should be able to:
• Make connections within mathematics
• Use knowledge of related problems
• Make accurate mathematical diagrams, graphs
and constructions on paper and on screen
• Use accurate notation, including correct syntax
when using ICT
2.4 Communicating and reflecting Students should be able to:
• Communicate findings effectively
• Engage in mathematical discussion of results
• Make connections between the current situation
and outcomes, and situations and outcomes they
have already encountered
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Areas within a School Travel Plan (STP)
Section of the STP How does the project link to the STP criteria?
Part 1 – Tell us about your school Develop the use of cycles as transport to and from
the school.
Part 2 – What are the issues Unit requires good utilisation of current resources to
at your school? create an imaginative space for planned activities.
Part 3 – How has everyone Planning of journeys to and from the school.
been involved? Storage strategies for cycles.
Part 4 – What exactly do you Increase the number of students using cycles to and
want the plan to achieve? from school. Increase general fitness of students.
Part 5 – How are you going Facilitate and encourage cycling to and from school.
to achieve it?
Part 6 – Monitoring, reviewing Count the number of bikes being stored at the
and progress reporting school during school hours.
Areas within Every Child Matters (ECM)

Objective How does the project link to the ECM objective?
Be healthy Students will benefit from being physically healthy,
especially sport avoiders. New, fun ways to engage
in sport.
Enjoy and achieve Be ready for school.
Achieve personal and social development and
enjoy recreation.
Stay safe Be safe from accidental injury and death. Students will
use pre-planned routes to school that can be safely
monitored as well as on-site facilities that allow all
to partake in a safe environment.
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Areas within Healthy Schools (HS)
Core themes In what way does the project link to the HS core theme?
PSHE Has mechanisms in place to ensure all children and

young people’s views are reflected in curriculum
planning, learning and teaching and the whole
school environment.
Healthy eating Consults children and young people about food
choices throughout the school day using school
councils, Healthy Schools Task Groups or other
representative student bodies.
Physical activity Provides opportunities for all children and young
people to participate in a broad range of extra-
curricular activities that promote physical activity.
Encourages children, young people, staff and
parents/carers to walk or cycle to school under
safer conditions, utilising the School Travel Plan.
Emotional health and well-being Provides opportunities for children and young people
to participate in school activities and responsibilities
to build their confidence and self-esteem.
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Areas within Sustainable Schools (SS)
The Travel and Traffic doorway In what way does the project link to the SS doorway?
Developing understanding of travel and traffic issues
through the curriculum and through campus issues

such as walking and cycling to school, and in the local
community through addressing better and safer ways
to school.
Areas within other central government initiatives/programmes

Initiative/programme How does the project link to this initiative/programme?
Extended Schools Functional use of the school cycle club which
uses local cycle facilities to introduce students
to competitive cycling.
Building Schools for Making provision for specialist facilities to give
the Future (BSF) students opportunities to use the school for cycling-
related activities (storage, play, maintenance, sport).
Social and Emotional Aspects Direct and focused learning opportunities for whole
of Learning (SEAL) classes (during tutor time, across the curriculum
and outside formal lessons) and as part of focus
group work.
Physical education Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
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lesson plans
Safe cycling in your local area

Introduction
Warm-up/warm-down activity

Resources:
Handout 1 Warm-up activity
Section 1
Research task
Resources:
Worksheet 1 Research task
Section 2
Finding safe routes to school
Resources:
Worksheet 1 Finding safe routes to school
Section 3
Cycle to School Day
Raise awareness and acceptance of cycling as a way of travelling
to and from school.
Section 4
Multi-station pursuit race
Resources:
Worksheet 1 Multi-station pursuit race
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lesson plans
Safe cycling in your local area (continued)

Section 5
A ‘slow bike’ race
Encourage effective handling/control skills over bicycles at low speed.
Section 6
Cycle sprinting (2 sessions)
Paired one-versus-one and group sprinting activities.
Resources
www.cycle-smart.com/coaching/articles/sprints.html
– for students to read after the first session
Section 7
BMX/off-road racing
Introduce students to alternative approaches to cycle racing.
Section 8
Slalom relay
An exercise to enable students to improve their control over a bicycle.
Section 9
Spinning activity
Resources:
Worksheet 1 Spinning activity warm-up
Section 10
Writing a student-focused cycling guide to London landmarks
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introduction
Warm-up/warm-down activity
How to warm up for a cycling session
Cardiovascular – jogging for three minutes or light cycling for three minutes

•
Aim: to increase blood flow to working muscles, increase core body
temperature, increase breathing rate
• Stretch
Aim: to increase flexibility of working muscles and joints
Task: Plan your own warm-up

Stage 1: What are you going to do?
Stage 2: What stretches are you going to use?
Stage 3: What activity are you going to do that is specific to cycling?
Warm-down activity (8 minutes)

Every exercise session should conclude with a warm-down period. This
can include similar exercises to those undertaken in the warm-up or, in
the case of a training session, slowly reducing the intensity of the activity
during the last several minutes of the workout. It is advisable to cycle as
part of this warm-down activity, gradually slowing the level of activity.
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section 1
Research task
Objective
To raise students’ awareness of the health benefits of cycling and of local
and London-wide cycling routes.
Teacher guidelines
You may need two sessions for students to complete this activity.
Activity outline
Hand out Worksheet 1: ‘Research task’, which lists a number of computer-
based research tasks using the sustrans website.
www.sustrans.org.uk/default.asp?sID=1089651611859
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section 2

Objective
This task will enable students to research their own cycling route to school

and will also encourage their participation in a whole-school campaign to
promote cycling to school.
Activity outline:
Ask students to use a local street directory or an A-Z to complete the
activities outlined on Worksheet 1: ‘Finding safe routes to school’.
Alternatively, provide them with a TfL Cycling Guide map of the local
area – these can be ordered in advance via the TfL website.
Note: Tfl maps need to be ordered in advance.
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section 3
Cycle to School Day

Objective
This task will raise awareness and acceptance among the students of cycling
as a way of travelling to and from school and will empower them to practise
the cycle skills learnt through work with education officers and begin cycling
to school regularly.
Teacher guidelines
• Let the riders out from school 10 minutes before the end-of-day bell.
This will act as a reward and will also mean they miss a lot of the traffic
at the school gate
• Provide a special breakfast for the children who ride to school
• Run a special assembly or hold a school celebration of cycling during
the Cycle to School Day
Activity outline
Students plan a Cycle to School Day event.
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section 4

Objectives
To increase student control over a bicycle in a challenging situation

•
• To increase student understanding of aerobic activity and its impact

on performance/fitness
• To offer a competitive challenge to students
• To increase student understanding of pursuit as a cycling event/process
Get the students to warm up properly (see warm-up activity at the beginning
of this lesson plan).
Teacher guidelines
Create a race circuit with two long straights and long corners, using
colour-coded cones. The size of the circuit will be dependent upon the
space available to you. Create four ‘stations’ around the circuit. Each of
these should be colour-coded by the use of coloured cones. Divide the
students into sets of eight: four riders, each coupled with a partner to
time their circuit speeds. Each participant should have a colour-coded
bib to match one of the stations. Each station start and finish should
be clearly identifiable.
Work with the students before the competitive event to identify possible
tactics a racer can employ in a pursuit activity. Also identify how they can
adapt their tactics according to the ability of the other racers involved.
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section 4
Multi-station pursuit race (continued)

Extension activity 1
Run the activity as a team pursuit activity of two teams of four, with
the time of the third team member across the finish line counting.
Extension activity 2
1. Provide access to a recent BBC Sports video of team pursuits –
news.bbc.co.uk/sport1/hi/other_sports/cycling/7319804.stm –
on the school’s website for students to look at between lessons
2. Ask students to write an article about the tactics employed by the
racers in the video for the PE department or the school website
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section 5
A ‘slow bike’ race

Many children think that cycling fast shows how skilful they are. However,
in order to ensure effective control over their bicycle, cycling slowly requires
much more balance and control.

Objective
To encourage effective handling/control skills by students over bicycles at
low speed and increasing their overall control capability, to improve control
before exercise experiences on the road.
Teacher guidelines
This activity can be done in small groups, or with the whole class in a series
of heats and finals. Participants need to be able to ride with reasonable
good cycle control before this activity. Non-riders can be used as judges
and timekeepers.
Equipment required
• Bicycles and helmets
• Stopwatch
• Cones to mark out course
• Charts to record results
Activity outline
Ask the students:
• What makes riding slowly more difficult than riding fast?
• What makes it possible to ride slowly yet keep control?
(Possible responses: good balance, steering, suitable gear ratio)
Explain that in this activity they will be able to assess their own
slow-riding skills.
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section 5
A ‘slow bike’ race (continued)

Then let students practise riding slowly. They start out at normal speed,
but as they pass a specific marker cone (perhaps of an alternative colour
so that it can clearly been seen by the riders) they reduce to the slowest
speed at which they can cycle. They attempt to cycle as slowly as possible
to the next cone, at which point they can begin cycling at normal speed
again. (Allow 3-5 minutes for this)
Get the students to analyse (possibly using a camcorder or digital camera)
good technical capability/control. (Allow 3-5 minutes)
Mark out a track 10m long by 2m wide using cones. If you have a large
number of students, mark out several similar tracks. It should be a
winding course.
Activity: Slow bike ride (20 minutes approximately)

Procedure
• Divide group into teams of up to four riders. Each team can select
the name of a slow animal to reinforce that this is a slow race, for
example, sloths
• Each team has a results chart, with team members’ names listed down
one side
• Team members take turns to ride the course. Start timing as soon as
the bottom of the front tyre passes the start line, and stop when the
bottom of the front tyre touches the finish line. Putting a foot down
on the ground results in disqualification in that attempt
• Each team member has three attempts and their times are recorded
on the result sheet
Once everyone has completed the course three times, the various results
can be collated. These could include: the slowest individual time, the
slowest team, the average speed per team or for the whole group, the
meters per second travelled by individuals or teams, the total distance
and the time cycled. Remember to take disqualified attempts into account.
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section 5

Alternative activity
Several cyclists can compete against each other at the same time by ‘racing’

between two lines on a tennis court or between cones separated by 20m.
The winner is the last one across the finish line without putting a foot on the
ground. This can be organised as a series of heats, semi-finals and a final.
Purpose: To practice balance and control.
Start
Finish
Set-up: Playground, basketball court, field. (This activity can be carried out
in a fairly small area.)
Object of the exercise: To ride as slowly as possible towards the finish
line. The last rider to cross the finish line is the winner.
Procedure
• Riders line up side-by-side – with lots of room between each rider so
they don’t crash into each other
• Participants ride in a straight line towards the finish. They must not
swerve and no part of the body may touch the ground during the race.
All riders start at the same time
After the first round ask students a series of questions to help them
identify ways of improving their performance.
Tip: To improve balance students can wiggle the handlebars, pedal

backwards or pump the brakes.
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section 5

Make sure the students understand that this exercise helps to improve
their ability to control their bikes.
Health and safety: Inform the students that the balance tip should not be
applied in traffic, and particularly not at traffic lights.
Extension activities
Mathematics and ICT
Students design and compile a spreadsheet of the outcomes from the
slow-riding trials, using the data collected during the course of the event.
They should seek to identify average/mean/median times for competitors
and publish results on the school or PE department website as a series
of charted outcomes using the real data collected during the event.
Opportunities also arise for digital photographs and/or videos of the trials
to be taken, which can then be used on the website.
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section 6
Cycle sprinting (2 sessions)

Objectives
To increase student control over a bicycle in a challenging situation

•
• To increase student understanding of aerobic activity and its impact

on performance/fitness
• To offer a competitive challenge to students
• To increase student understanding of sprint as a cycling event/process
Activity outline
First session: Paired one-versus-one sprinting activities on a straight track.
Second session: Group activity. 1 x 4 sprinting activities on a circuit.
Get the students to take and record their resting pulse rate and log it into
a spreadsheet or write it up on a chart, then do their warm-up activities
and take and record their heart rate after warm-up exercises.
Before the activity begins, create a circuit with two straights and curving
corners at each end. The straights should be approximately 50m long.
Procedure
Session 1: Sprinting on the straight
Divide the students into pairs (or fours if you have sufficient room on your
track). Tell them to cycle out to a cone at 10m from the start line, turn
around the cone and return to the start area, ensuring that they cross the
line together. Blow a whistle to start the race.
The students then straight-line sprint for 50m and their times are recorded
by a partner. Each sprinter has their heart rate recorded at the end of
the sprint.
Run the activity in pairs in a round-robin process. In fours, run it as best-
of-three sprints.
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section 6
Cycle sprinting (continued)

Session 2: Circuit sprints
Riders (x four) must ride the first lap slowly together and cross the finish
line together. If they do so, blow a whistle and they can then sprint the
remaining circuits.
If they fail to cross the finishing line together, enforce a turnaround from
10m out and regroup.
Health and safety: All non-racers should stand in the centre of the circuit,
well away from the track.
Additional activity: (for either session)
• All students in class race in pairs for straight-line sprints
• For circuits in fours, the outcomes are recorded and then you can develop
a series of challenge rounds based on ability and the outcomes from the
first-round exercises undertaken
• Students can then compete in a knockout competition for both processes.
The winners of individual races go forward to a semi-final and then a final
Repeat the warm-up activities given on Handout 1: ‘Warm-up activity’ as a
warm-down after the sprints.
Students could organise a school knockout sprinting championship
competition, either on an age group, year-level or house basis, or on an
individual competition basis throughout a term, based on weekly meetings.
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section 7
BMX/off-road racing
Objectives
To introduce students to alternative approaches to cycle racing.

To introduce an element of competition.
To increase personal bicycle-handling skills.
To analyse personal fitness levels.
To involve students in the design and construction of the circuit.
Teacher guidelines and activity outline

Benefits of off-road perimeter circuits:1
• School-based off-road circuits provide an ideal introduction to cycling
for young people
• There is availability of land on school sites
• Perimeters of school fields are generally not used for other
sporting activities
• There is very little or no conflict with other sports using playing fields,
for example football/rugby/hockey
• Such a circuit can be dual-purpose, serving also as a cross-country
running course
• School sites offer scope for community use by local cycling and
athletics clubs
• Off-road circuits around the perimeter of the school can be developed
at a relatively low cost and can be funded from a variety of sources
1
Source: Sport England, www.sportengland.org/cycling.pdf
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section 7
BMX/off-road racing (continued)

See Diagram 1 on page 2.29 for a possible design of an off-road perimeter
circuit. The course should contain:
1. Flat hurdles
Three railway sleepers concreted-in 2m apart. Used for bunny hopping /
dismounting/remounting.
2. Flat hurdles followed by natural climb
Three railway sleepers concreted-in 2m apart just before a short natural
climb. Used for bunny hopping/dismounting/remounting.
3. Incline hurdles
Three railway sleepers concreted-in 2m apart just before a short natural
climb. Used for dismounting/remounting training on a climb.
4. Slalom
Zig-zag climb marked out with six railway sleepers on a short, steep natural
incline. Used for technical climbing training, that is, having to negotiate
turns on a climb.
You should endeavour to incorporate:
• Climbing and downhill sections, short but challenging
• Narrowed single-space sections
• Carry-bike sections
• A twisting section using cones
• A climbing and carry-bike section
• A sprinting section
• An obstacle/beam ride/carry-section – height not to exceed 40cm
• A start section, which should be 200m (school site) or 600m (off-site),
flat or uphill
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section 7

Warm-up activity
Students should take and record resting heart rate before undertaking the

warm-up activities and then record heart rate levels again at the end of the
warm-up period.
Procedure
Give the riders an opportunity to familiarise themselves with the circuit.
Walk them through each section, especially those that may require riders
to dismount and carry their bicycles.
Start the riders:
1. At timed intervals of 10-30 seconds, depending on the size of the track.
Time trial them over three to five laps
2. In groups of six to eight, started together in a race formation. Do three
to five laps
3. Increase the number of laps and/or competitors to increase the difficulty
of each circuit race
4. Run a series of heats culminating in a final
At end of each event students should measure and record their heart
rate performance.
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section 7

Diagram 1: Example of a circuit
Cone-marked
slalom
4
Railway
3 sleepers
on incline
Technical climb
Cone-marked through sleepers
narrow section
and/or beam ride
Landscaped fast
hump section
1
Railway
sleepers
before Railway
incline sleepers
Start Finish
Building Building
1. Flat hurdles 3. Incline hurdles

2. Flat hurdles followed by natural climb 4. Slalom with technical climb
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section 8
Slalom relay
This activity can be spread over a number of lessons, but it is likely
to take a minimum of three.

Objectives
To enable students:
• To exercise control over a bicycle
• To identify how to negotiate left and right turns
• To exercise judgement related to entering gates at an angle
(control of bicycle)
Warm-up activity (8-10 minutes)

Students should take their pulse reading before beginning the activities (that
is, prior to the 8-10 minute warm-up) and create a diary to log improvements.
They should take and record their pulse level again following the warm-up.
Activity outline
Slalom relay race (25 minutes)
You will need eight gates in each lane and seven or eight lanes marked
out with cones, with approximately 3m between cones, and a start/finish
line. There should be a distance of approximately 3m between lanes to
avoid collisions. Organise the students in groups of four; other team
members stand with their bikes in a holding area at least 3m behind the
start/finish line.
Cyclists ride through the cones and turn around the last cone (about 9m
distant), repeating the slalom process on the return journey.
Page 2.31
Teachers
only

section 8
Slalom relay (continued)

Procedure
Each team member is given an opportunity to practice the activity at their
own pace as part of their preparation for the race.

Teams line up in the holding area behind the start/finish line. The first
rider in each group negotiates through the cones, turns tightly at the top
of the lane and returns through the cones. Once the rider crosses the
finish line, the next rider can begin their relay. Repeat until all four riders
have completed the course twice. Hitting a cone adds a 10-second
penalty, as does putting a foot down.
Each individual rides the course three times and takes and records their
pulse activity level at the end of each relay. Other members of the rider’s
team record the rider’s personal relay times. When everyone has completed
all their relays, the timings for each group (including any penalties) are
calculated and recorded.
Inside Inside Turn to return

pedal up pedal up through course
Start
and Inside Inside
Finish pedal up Inside pedal up pedal up
Inside Inside 10
pedal pedal second
down up penalty
Page 2.32
Teachers
only

section 8
Slalom relay (continued)

Coaching point 1: Riders should look ahead to the next gate and ride
at an angle that will allow a safe passage.

Coaching point 2: Riders should try to negotiate the turn with the inside
pedal upright. Increase the difficulty by reducing the distance between
cones and changing the angles between the cones.
Teaching point: Change the teams around after the first round to achieve
a better balance of ability levels across the teams then repeat the exercise.
Warm-down activity (8 minutes)

Every exercise session should conclude with a warm-down period. This
can include similar exercises to those undertaken in the warm-up or, in
the case of a training session, slowly reducing the intensity of the activity
during the last several minutes of the workout. It is advisable to cycle as
part of this warm-down activity, gradually slowing the level of activity.
The warm-down period should be approximately eight minutes.
Additional activity
• Increase the number of repetitions or the distance covered
• Develop a competitive school-wide challenge process for individuals
or teams so that there is an overall reduction in the times recorded
• An analysis of personal times and heart rate levels should be undertaken
at every session and recorded (see also Extension activities below)
Students could design a training programme to develop sprint fitness and
endurance fitness using the training materials and links supplied in this
cycle curriculum resource. The training programme could then be posted
on the school website.
Page 2.33
Teachers
only

section 9
Spinning activity
Objectives
Students develop an increasing understanding of aerobic performance
through exercise and via experience of an exercise programme using fixed

wheel cycles.
Equipment required
• Fixed cycles
• Mixed music CD (music of minimum 125 beats per minute)
Visit www.workoutmusicvideo.com/spindoor.html or
www.spinning.com/spinning-shop/music.asp or
www.emusic.com/album/Various-Artists-iSweat-Fitness-Music-Vol-48-
Spin-Cycle-124-131-MP3-Download/11185880.html
Pre-session task
Working in pairs, students take and record (either on an Excel spreadsheet or
on a record sheet) their resting heart rate score at the start of the lesson.
Students should check and record their heart rate score again before
starting the warm-up activities.
Warm-up activities (paired activities)

Introduce the students to spinning as an activity through three minutes
of spinning using the lowest setting on the spin bike. Starting from low-
resistance/low-speed initially, gently increase speed but not resistance
over the three-minute period. Teachers should emphasise maintaining
a focus on good posture on the spin bike.
While some students are doing the spinning warm-up activity, the teacher
undertakes the following stretching warm-ups with the rest of the group.
Page 2.34
Teachers
only

section 9
Spinning activity (continued)

Spinning activities
1. In teams of two or three students, five minutes of rotations at the

lowest setting providing some resistance:
a. Students attempt to cycle as far as they can in five minutes and partners
record distances covered during each session. At the same time, the
heart rate of the student is recorded at the end of their spin session
b.Students reset the mileometer after writing up their distances
c. The second student now has their turn as the first rider warms down
and the third student records the distance covered by the second
rider. Repeat for each member of the group. (Total time 15 minutes)
Teams add up their total distance for the team and their individual
distances. Heart rate test scores are recorded for each team member.
2. Repeat the above exercise after moving the resistance setting on the
spin cycle to the third setting. (Total time 15 minutes)
Students again record their heart rate score at the end of their sessions.
Teams and individuals add up their total distances covered and compare
their heart rate analysis.
Record the distance outcomes on a class chart or spreadsheet for the
level 1 and level 3 resistance settings. Establish a league position for
individuals and teams.
Also record and plot heart rate scores for individuals. Engage the
students in a discussion about the impact of increasing resistance
on their performance and their heart rate.
Undertake a warm-down by repeating the warm-up exercise programme.
Page 2.35
Teachers
only

section 9
Spinning activity (continued)

Extension spin activity
Establish this as an after-school or lunchtime activity of up to three times
per week. Students undertake this spinning session to music over the period
of a half term:
1. Warm-up: Three minutes’ riding at an easy pace with the focus on
good posture on the bicycle
2. Steady pace: Increase the resistance level and seek to maintain an
even pace for four minutes
3. Set up a hill climb by increasing the resistance on the cycle and
maintain a steady cadence (the term used to describe the rate of
spinning in rotations per minute) for three minutes. Students may
stand on the pedals throughout this period
4. Spin at a moderate level for three minutes
5. Increase the tension again and undertake a sprinting session for three
minutes by going for 15-second sprint activities with 30-second
intervals in-between
6. Recovery: Set the tension levels to the lowest level and spin down for
four minutes to recover
(Total time 20 minutes)
Page 2.36
Teachers
only

section 10
Writing a student-focused cycling guide

to London landmarks
Objectives

• Creating a cycling guide for local schools on local cycle routes
and landmarks
• Identifying and utilising available ICT resources and adapting to purpose
• Researching historical, social and geographical information
• Writing and editing written materials for purpose and audience
• Developing and utilising digital photography skills
• Developing the skills of digital publication
Teacher guidelines
This is a group activity for groups of up to six students and can be run
over the course of a single term (10 weeks) as an after-school extension
activity. There is scope for the physical education department to work
in conjunction with the English, ICT and geography departments.
Equipment required
• Access to digital cameras
• Access to publishing software
Page 2.37
Teachers
only

section 10
Writing a student-focused cycling guide

to London landmarks (continued)
Activity: Planning a local cycle route
1. Go to the Transport for London (TfL) Cycling guides webpage –

tfl.gov.uk/tfl/roadusers/cycling/cycleroutes/default.asp – and order
a selection of map guides for the London area
2. Using the Cycle section of the TfL journey planner website –
journeyplanner.tfl.gov.uk – enter the school’s postcode into the site
and identify and enter the postcode of a landmark building or specific
site students might wish to visit, either in the local area or somewhere
else in London
3. Download the map of the cycle route developed by the journey planner
4. In groups, get the students to discuss and identify any specific cycling
hazards or difficulties that may be evident from the route designated
by the journey planner, for example extremely busy main roads or
difficulties accessing specific roads. Using local maps, the student
groups should plan possible alternative routes to the specified routes
5. Students could also research any other potentially visit-worthy places
along the proposed route
6. Print out the journey guidance from TfL and undertake the journey.
Students should make guidance notes throughout the journey of
any specific points of interest or possible hazards for cyclists
7. Using a digital camera or small camcorder, the riders can take
photographs or video clips along the way, identifying the main
points of interest and locations
8. Following the journey, get the students to write up their journey
as an online guide for cyclists including photographs and points
of interest. They will need to proofread their work for mistakes
and design a layout for the guide before publishing it on the
school website
Physical education
Local
Community,
Local
Discovery...
Handouts and worksheets for photocopying
Physical education Warm-up activity
KS3 Cycle Curriculum Pack Handout 1
Project two – Local Community, Local Discovery Page 1 of 3
Page 2.41
Warm-up activity
Standing hamstring stretch

Step 1: Stand and straighten your left leg on a bench, a step or a rail.
Maintain that position with your left, supporting leg bent slightly. You
can hold on to a bar or wall for support.
Step 2: Gently bend forward from the hips until you feel the stretch
in the back of the thigh, the top of calf and at the back of the knee.
Without bouncing, hold for about eight seconds, and then intensify the
stretch by slowly leaning in further. Repeat the stretch on the other leg.
Raise the height of the bench as your stretching capability increases.
1 2
Standing quadriceps stretch

Step 1: Stand up with your left, supporting leg bent slightly. Bend your
right leg and hold your right foot.
Step 2: Holding your right foot with your right hand, pull your foot up
towards your bottom. Keep your back as straight as possible, your hips
pointing forward, and your knees together. To intensify the stretch, push
the knee of the stretched leg slightly further. Hold for about 8-10 seconds
and then repeat on the other leg.
1 2
Page 2.42
Warm-up activity
Calf stretch
Step 1: Lean forward with your hand at shoulder level against a wall. Bend
your right leg forward and extend the other leg with a straight knee behind.
Step 2: Keeping your lower back flat, gently move your hips forward. Make
sure to keep the heel of your left leg on the ground with your toes pointed

towards the wall. Don’t bounce. Hold for 10-15 seconds. Repeat on the
other side.
1 2
Hip flexor stretch

Step 1: Kneel on both knees.
Step 2: Step forward with your right foot while keeping your left knee on
the floor. Put your hands on top of your right thigh.
Step 3: Slide your back leg behind you until you feel the stretch in the
front of the hip. To intensify the stretch, push your hip forward, straighten
your body and put your hands on your front knee. Hold for 10-12 seconds
and then change sides.
1 2 3
Page 2.43
Warm-up activity
Gluteus stretch
Step 1: Lie on your back (on a mat or on the floor). Bend your left knee.
Step 2: Cross your right leg over your left knee so your right ankle rests
just above your left knee.
Step 3: Hold behind the left thigh with both hands and gently pull towards
you until you feel the stretch in your bottom and outer thigh. Hold for 8-10
seconds then repeat on the other leg.
1 2 3
Shoulder stretch
Step 1: Stand (with legs slightly bent and feet hip-width apart) or sit.
Step 2: Put your right arm across your body so it is near your left shoulder.
Extend until you feel the stretch in the back of your shoulder.
Step 3: To push the stretch a little further, hold your right arm with your
left hand. Hold for about 8-10 seconds and repeat on the other side.
1 2 3
Physical education Section 1
KS3 Cycle Curriculum Pack Worksheet 1
Page 2.44
Name Date
Class
Research task
Activity outline:
• Log on to Sustrans’ website cycling page at:
www.sustrans.org.uk/default.asp?sID=1089651611859

• Enter your postcode to find three possible cycle routes between your
school and home
• Undertake comparative research into calories consumed per hour by at
least four other sporting activities
• Identify three other positive health-related things that can be attributed
to cycling regularly
• Using the Sustrans website section entitled ‘Free your bike’, complete
a request for a free information pack about cycling in your local area
• Select London on the ‘Easy rides’ page and then choose one of the
rides that are listed there. Download and save to your computer a ride
description sheet as a PDF document and plan a ride for yourself and
some friends along that route
• Go to the website’s Sustrans Projects page. Select the GOAL –
Greenways for the Olympics and London page. Complete the survey
related to the GOAL development and write a report for your school
website about this project
• Research the Route Numbering system linked to the National Cycle
route network – www.sustrans.org.uk/default.asp?sID=1094203233119 –
and download a copy of the Regional Routes information sheet. Write
an explanation of how the routes are numbered for a page on your
school website and publish this information there
• Using websites such as Sustrans and other sources, research and write
an article for your school website on why cycling and walking to school
should be a priority for your school and identify how the school could
achieve a lower CO2 footprint as a result
Page 2.45
Name Date
Class
Use a local street directory, an A-Z or TfL Cycling Guide map of the
local area to complete the following activities:
• Locate your home and your school and highlight or mark with a sticker
• Using a pen or pencil, mark the following routes:

1. That you take when you travel to school by car
2.That you would take if riding a bike to school (look for cycle tracks
and other safe routes)
3.That you would take if cycling from your home to some nearby place
of interest (such as a local park, the local shops, a friend’s home or the
local swimming pool or sports centre)
• Calculate how long it takes to travel to school by car and how long it
would take to travel by bicycle
• Display your marked maps and results in the classroom/school website
for discussion and comparison
• Produce a ‘Safe routes to school’ campaign resource from your findings
to publish on the school website
Page 2.46
Name Date
Class
Activity outline:
• One rider starts at each of the four colour-coded stations
• All participants ride in an anti-clockwise manner

• Overtaking is only allowed on the outside position of the rider in front.
The overtaken rider must not block any overtaking
• Each rider seeks to cover either three, five or seven laps in the shortest
time. The number of laps for each event can be increased or decreased
according to the time available
• The partners of the four riders time the race and count out loud to
‘their’ rider the laps completed. The partners also record their rider’s
time at the end of the pursuit race
• Once the first set of riders have completed their laps, riders and partners
swap over roles and the race is run again
• Once all eight students have raced the circuit once, the two sets of laps
are repeated. Each rider attempts to beat their own personal best time
over the two races, as well as beat the other individuals riding the course
Run a series of races until the whole class has had a chance to participate.
Students who are not taking part can act as marshalls for the event or can
record all the students’ circuit times on a spreadsheet. If all students are
participating, then the teacher will need to fulfil this role.
Make sure you warm-down properly after the event.
Page 2.47
Name Date
Class

Page 2.48
Name Date
Class
Spinning activity
warm-up
Quadriceps: Stand on one leg and bend the other leg behind you, bending
the knee and holding on to the foot. Keep the pelvis straight and do not lean
forward. Pull the heel in towards the buttock. Repeat with the other leg.

Hamstrings: Lie on your back and hold behind the knee of one leg keeping
the other leg straight. Straighten the leg that you are holding until you feel a
stretch in the back of your leg. Hold this position. Repeat with the other leg.
Adductor (inner thigh): Stand with the legs wide apart and lean your body
weight over to one side, bending the weight-bearing leg until you feel a
stretch in the inner thigh of the straight leg. Repeat with the other leg and
do five repetitions of each leg.
Calf: To stretch the upper calf, stand in a lunge position and ease the body
weight onto the bent front leg, keeping the back leg straight and the heel
on the ground. Repeat with the other leg and repeat five times for each leg.
To stretch the lower calf, stand with one foot slightly in front of the other
and bend both knees, keeping both heels on the ground. Repeat each leg
five times.
Hip flexors: Kneel on one leg, with the other leg bent to 90 degrees in
front, and the hands on the bent knee. Keeping the back straight ease the
body weight forward over the bent knee. Repeat five times with each leg.
Gluteals: Lie on your back and bend one knee into your chest using your
hands, keeping the other leg straight. Repeat five times for each leg.
Trunk: Stand with one arm raised above the head and lean over to the
opposite side. Repeat on the other side. Cross arms and twist the body
to one side. Repeat on the other side.
Pectorals (upper chest): Clasp hands behind your back, keeping the elbows
as straight as possible, pull shoulders back and hold. Repeat five times.

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Physical education Summary

KS3 Cycle Curriculum Pack

Local Community, Local Discovery

2. There is nowhere to cycle

Local Community, Local Discovery

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

Local Community, Local Discovery

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

1.2 Capability Exploring what it means to be enterprising.

2.3 Enterprise Students should be able to:

Local Community, Local Discovery

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

2.3 Developing physical Students should be able to:

2.4 Evaluating and improving Students should be able to:

Local Community, Local Discovery

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

Areas within Every Child Matters (ECM)

Local Community, Local Discovery

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

through the curriculum and through campus issues

Areas within other central government initiatives/programmes

Local Community, Local Discovery

Safe cycling in your local area

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

Safe cycling in your local area (continued)

Encourage effective handling/control skills over bicycles at low speed.

Local Community, Local Discovery

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Task: Plan your own warm-up

Warm-down activity (8 minutes)

Local Community, Local Discovery

and London-wide cycling routes.

Local Community, Local Discovery

Finding safe routes to school

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

Cycle to School Day

Local Community, Local Discovery

Multi-station pursuit race

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

• To increase student understanding of aerobic activity and its impact

Local Community, Local Discovery

Multi-station pursuit race (continued)

Local Community, Local Discovery

A ‘slow bike’ race

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

A ‘slow bike’ race (continued)

Activity: Slow bike ride (20 minutes approximately)

Local Community, Local Discovery

A ‘slow bike’ race (continued)

Physical education. KS3 Cycle Curriculum Pack. Version 1. April 2009

Tip: To improve balance students can wiggle the handlebars, pedal

Local Community, Local Discovery

A ‘slow bike’ race (continued)

Local Community, Local Discovery

Cycle sprinting (2 sessions)