Lesson Notes By Weeks and Term v3 - Primary 3
Athletics
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Athletics
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Subject: Physical & Health Education
Class: Primary 3
Term: 1st Term
Week: 9
Theme: Sports And Games
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Watch on YouTubeSee Facebook postMention the different types of races Mention the skill in volved in the sprint races Perform sprint techniques Mention the stages in volved in high jump
Athletics: Athletics refers to a collection of sporting events that involve competitive running, jumping, throwing, and walking. It is often called the "Mother of all Sports" because it encompasses basic human movements. For Primary 3, the focus is on basic running and jumping.
Types of Races (Performance Objective 1): Races in athletics are categorised by distance and format. For this level, the primary categories to discuss are: Sprint Races: These are short-distance races where athletes run at maximum speed from start to finish. Examples include 100 meters, 200 meters, and 400 meters. Sprinters aim for explosive power and speed.
Middle-Distance Races: These races require a combination of speed and endurance, such as 800 meters and 1500 meters.
Long-Distance Races: These are endurance races over long distances, for example, 3000 meters, 5000 meters, 10,000 meters, and marathons.
Relay Races: A team event where four athletes run equal legs (distances) in a sprint, passing a baton to the next runner.
Hurdle Races: Races where runners must clear obstacles (hurdles) placed at regular intervals.
Cross-Country Races: Races conducted over natural terrain like fields, hills, and woods, rather than on a track. For Primary 3, the emphasis should be on understanding that races vary by length and type, with sprint races being the most common short-distance form. Skills Involved in Sprint Races (Performance Objective 2): Sprint races demand specific skills for optimal performance.
1. Starting: This is crucial for gaining an early lead. It involves a crouch start with specific positions: "On your marks": The athlete places hands just behind the starting line, fingers spread, thumbs pointing inwards. Knees are down, with one foot slightly forward (stronger leg), knee of the other leg aligned with the arch of the front foot. Body weight is distributed, eyes looking down slightly ahead. "Set": The athlete raises hips slightly higher than the shoulders, shifting weight forward onto hands and front leg. Head remains down, eyes still looking ahead. The body is tensed and ready for explosive movement. "Go!": On the signal, the athlete pushes off powerfully with both legs, driving arms forward and backward vigorously to gain momentum.
2. Acceleration: The initial phase after the start where the runner rapidly increases speed. This requires powerful leg drives and strong arm swings.
3. Running Technique/Stride: Maintaining maximum speed involves: High Knee Lift: Knees come up high towards the chest.
Powerful Arm Drive: Arms swing vigorously forward and backward, bent at approximately 90 degrees at the elbow. Arms should move opposite to the legs (e.g., left arm forward when right leg is forward).
Running on the Balls of the Feet: This provides spring and speed, rather than flat-footed running.
Body Posture: A slight forward lean (from the ankles) in the initial phase, gradually becoming more upright as top speed is reached.
4. Finishing: The runner maintains full speed and often leans forward with the chest at the finish line to cross it faster. Running "through" the line is key, not slowing down before it. Performing Sprint Techniques (Performance Objective 3): The practical application of the skills mentioned above.
Crouch Start Practice: Teacher demonstrates "On your marks," "Set," and "Go!" positions. Students practice each stage individually, focusing on proper foot and hand placement for "On your marks" and hip elevation for "Set." On "Go!", students practice exploding forward, driving their arms and legs.
Running Action Practice: Students focus on exaggerated high knee lifts and strong, coordinated arm swings. Encourage running on the balls of their feet, emphasizing light, quick steps. Practice short bursts of running (e.g., 10-20 meters) to develop acceleration and top-speed technique.
Finishing Technique Practice: * Students practice running through an imaginary finish line, maintaining speed and perhaps incorporating a chest lean. Stages Involved in High Jump (Performance Objective 4): High jump is a field event where athletes jump over a horizontal bar placed at increasing heights without knocking it down. For Primary 3, a simplified understanding of the stages is sufficient.
1. Approach Run: The athlete runs towards the bar to build speed and momentum. The run Practice short bursts of running (e.g., 10-20 meters) to develop acceleration and top-speed technique.
Finishing Technique Practice: Students practice running through an imaginary finish line, maintaining speed and perhaps incorporating a chest lean. Stages Involved in High Jump (Performance Objective 4): High jump is a field event where athletes jump over a horizontal bar placed at increasing heights without knocking it down. For Primary 3, a simplified understanding of the stages is sufficient.
1. Approach Run: The athlete runs towards the bar to build speed and momentum. The run is usually curved or at an angle.
2. Take-off: The athlete jumps off one foot, converting horizontal speed into vertical lift to get over the bar. This is a powerful upward spring.
3. Flight (Clearing the Bar): While in the air, the athlete arches their body over the bar. Different techniques exist (e.g., scissors, straddle, Fosbury Flop), but for P3, simply understanding "going over the bar" is enough.
4. Landing: The athlete lands safely on the other side of the bar, usually on a soft mat or designated landing area. For P3, emphasis is on landing safely on two feet or hands and knees if a soft landing surface is unavailable. (
Note: For Primary 3, sophisticated high jump techniques like the Fosbury Flop are not expected. A simple 'scissors' jump or just understanding the principle of jumping over an obstacle is sufficient. Practical sessions might involve jumping over a low rope or imaginary bar.)* Materials: Whistle, cones/markers, measuring tape (optional), chalk for drawing lines, soft landing area (e.g., grass patch, old mattresses if available) for jumps, a low rope or stick for high jump practice.
Warm-up (10-15 minutes): Teacher Activity: Leads students through a series of dynamic warm-up exercises. Light jogging around the field/space. Arm circles (forward and backward). Leg swings (forward and sideways). Torso twists. Ankle rotations. Knee raises and heel kicks. Simple stretching (quads, hamstrings, calf muscles).
Student Activity: Participate actively in all warm-up exercises, listening to instructions and following the teacher's lead. Introduction to Athletics and Types of Races (10 minutes): Teacher Activity: Briefly defines athletics. Asks students if they know any types of races (e.g., during school sports day). Explains and lists different types of races (sprints, middle-distance, long-distance, relays), using examples from school sports day or famous Nigerian athletes (e.g., "Do you remember the fast runners during our last inter-house sports? Those were sprinters!"). Emphasizes sprint races as the focus for practical skills.
Student Activity: Listen attentively. Share their knowledge of races. Repeat the names of different race types. Skills and Techniques in Sprint Races (15-20 minutes): Teacher Activity: Explains and demonstrates the "On your marks," "Set," and "Go!" crouch start sequence clearly. Breaks down each stage. Demonstrates proper sprint running technique: high knee lift, powerful arm swing (opposite arm to leg), running on the balls of the feet, and slight forward lean. Demonstrates the finish line technique (running through, chest lean). Provides clear instructions for student practice.
Student Activity: Observe teacher demonstrations carefully. Mimic and practice the "On your marks," "Set," and "Go!" positions individually or in pairs. Practice short bursts of running, focusing on high knees and arm swings. Practice finishing by running past a designated line.
Stages in High Jump (10-15 minutes): Teacher Activity: Explains the concept of high jump as jumping over a bar without knocking it down.
Explains and demonstrates the four stages: Approach Run, Take-off, Flight (over the bar), and Landing. Uses a low rope or stick held by two students/assistants to simulate a "bar." Guides students through a simplified jump: running towards the rope, jumping off one foot, attempting to go over, and landing safely. Emphasises safety, especially during landing.
Student Activity: Observe teacher demonstrations. Practice the approach run. Practice the take-off (jumping off one foot). Attempt to jump over a low rope/stick, focusing on the stages. Practice safe landing techniques.
Cool-down (5 minutes): Teacher Activity: Leads students through gentle static stretches to cool down muscles. Hold stretches for 15-20 seconds (e.g., hamstring stretch, quadriceps stretch, arm across body stretch).
Student Activity: Participate in cool-down stretches, focusing on deep breathing. The teacher should facilitate these questions orally and physically during the lesson, providing immediate feedback.
Question 1: Name two types of running races you learned today.
Expected Student Answer: Sprint races, Middle-distance races, Long-distance races, Relay races, Hurdle races, Cross-country races. (Any two are acceptable).
Commentary: This assesses their recall of the different race categories. The teacher can prompt with examples from school sports days if students struggle.
Question 2: Show me the "Set" position in a sprint start. What do you do with your hips?
Expected Student Answer (Action): Students get into the crouch start position, then raise their hips slightly higher than their shoulders, leaning forward.
Commentary: This directly assesses their ability to perform a sprint technique. The teacher observes body posture and hip elevation. Verbal feedback should be given immediately.
Question 3: What are two important actions you should do with your arms and legs when running fast in a sprint?
Expected Student Answer: High knee lift, powerful arm swing, running on the balls of the feet. (Any two are acceptable).
Commentary: This checks their understanding of sprint running mechanics. The teacher can ask students to demonstrate these actions.
Question 4: Imagine you are doing a high jump. What is the very first thing you do to start your jump?
Expected Student Answer: Approach run (or "run towards the bar").
Commentary: This focuses on recalling the initial stage of the high jump.
Community Health and Fitness: Athletics, particularly running and jumping, are fundamental for maintaining a healthy lifestyle. Children who learn these skills are more likely to participate in physical activities, which can reduce the risk of non-communicable diseases (e.g., obesity, diabetes) prevalent in some Nigerian communities. This knowledge encourages active play instead of sedentary activities.
School and Local Sports Competitions: The skills learned in this lesson (sprinting, jumping) are directly applicable to school inter-house sports competitions, community youth sports festivals, and local sports clubs. Children can represent their schools or communities, fostering a sense of pride, teamwork, and healthy competition, much like the successful Nigerian athletes (e.g., Blessing Okagbare, Tobi Amusan) they might see on T
V. Physical Safety and Agility: The coordination, balance, and quick reflexes developed through athletics training can improve overall physical agility. This can be beneficial in everyday life situations, such as safely navigating busy markets (e.g., dodging obstacles) or playing safely with friends in varied terrain common in Nigerian neighbourhoods.