Technique:

When holding the disc, the thumb must create a straight line with the entire arm. The easiet way to do this is have students place a thumb on top of the disc, fingers grip the lip underneath and place arm beside body pointing down toward the ground which will create the straight line. Students will bend elbow and raise forearm to belly button height into the "ready position". Ensure bodies are in a side on positon, neck swivelled looking foward in direction of throwing. Extend/staighten elbow reaching back behind body as far as possibe to generate maximum power, then pull arm forward maintaining a straight line with throwing action. Avoid rotation through the hips but create a "rock n roll' action with legs/knees when releasing the disc. 

Have students pair up with one another in the class and line them up along spots placed on the ground (one behind the other) in a straight line with enough throwing space in between each. The coach will count down from 3 and call "release" to inform students to throw the disc. When all students have had their turn, the whistle will be blown. Students that had their turn will move to the back whilst their partner will run out and retrieve their disc. Once all students are stood on the spot awaiting their turn, the coach will count down from 3 repeating the process. 

PROGRESSIONS:

- Place a marker (tall cone) to visibly show students where disc that has travelled the longest in the air before hitting the ground as a reference point to beat. 

Students will still work in the same pair for this activity and will throw from their spots. Set up cones in the shape of circles/rings roughly 20-40metre away depending on age of students (identical to a darts board bullseye - with the centre point being worth the most amount of points) creating a target for students to aim for. The exact same process will be used with the coach counting down from 3, students retrieving discs after the whistle has blown and sharing/taking turns. Depending on how many rings have been set up and the values for each zone, students will keep track of their points based on what zone their disc landed in (ensure zones are big enough - depending on age of students, roughly 4-6 rings of cones to create a sufficient amount of zones, use laminated cards that have numbers on them and place in zones to indicate values) and tally them up at the end to see who has the highest score. 

PROGRESSION: 

- If there is not enough cones to make rings/circles, instead you can place objects for students to try and hit (spots, cones etc)
- Move the spots further away from the target for students that are excelling with their throwing. 

A golf course is set up using various obstacles/objects in the space provided to increase difficulty to get discs in golf holes. Hula hoops will be used as the target, whilst flag poles can mark where each hole is located and small cones will indicate where students will start each hole from. Students will work together in pairs and will be sent off to differing holes. Once the whistle has blown, each pair can begin. Students will work togther by taking turns and counting how many throws it took them to complete each hole (the course can have 5-10 holes depending on how much time is available). Once the course has been complete, students will tally up all their throws (e.g. 3 throws to comlpete hole #1, 5 throws to complete hole #2, 4 throws to complete hole #3 = 12 total) to figure out their total. The pair in the group that has the LOWEST score will be declared winners. 

PROGRESSIONS:

- Create obstacles (e.g. have students throw their discs around/off playgrounds, hang hula hoops from trees/playgrounds/soccer or rugby posts so students have to throw their disc through the hoop)