Lesson Notes By Weeks and Term v3 - Primary 4
Athletics
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Athletics
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Physical & Health Education
Class: Primary 4
Term: 2nd Term
Week: 9
Theme: Games And Sports
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Watch on YouTubeSee Facebook postlist the types of middle and long distance races mention the skills in middle and long distance races
Athletics: Athletics is a collection of sporting events that involve competitive running, jumping, throwing, and walking. It is one of the oldest and most popular sports worldwide, including in Nigeria. This lesson focuses on the running category, specifically middle and long distance races.
Middle Distance Races: Middle distance races are running events that are longer than sprints but shorter than long distance races. They require a combination of speed, stamina, and tactical running.
Typical Distances: For professional athletics, common middle distance races include 800 meters and 1500 meters. For Primary 4 learners in a school setting, adapted distances like 200 meters or 400 meters run with sustained effort would serve as practical examples and training grounds for understanding middle-distance running concepts.
Characteristics: Runners in middle distance races start from a standing position. They aim to maintain a consistent pace, conserve energy, and often sprint towards the finish line.
Long Distance Races: Long distance races are running events that cover significant distances, requiring exceptional endurance and stamina.
Typical Distances: Professionally, these include 3,000 meters, 5,000 meters, 10,000 meters, and the marathon (approximately 42.195 kilometers). In a Primary 4 school context, distances like 800 meters or 1500 meters can be treated as 'long distance' to teach the principles of endurance running.
Characteristics: Long distance runners focus heavily on pacing, efficient breathing, and mental fortitude to sustain effort over extended periods.
Skills in Middle and Long Distance Races:
1. Standing Start: Explanation: Unlike sprints that use a crouch start, middle and long distance races typically begin with a standing start. Runners line up behind the starting line.
Procedure: On the command "On your marks!", runners place their leading foot (e.g., dominant foot) close to the starting line, with the other foot a comfortable distance behind. The body weight is slightly shifted forward. On the sound of the "Go!" signal (or whistle), runners push off with both feet, initiating their run.
Nigerian Context: This is commonly seen in school inter-house sports for any race beyond 100m.
2. Pacing: Explanation: Pacing is the ability to maintain a consistent and appropriate speed throughout the race. It is crucial for conserving energy and finishing strongly. Running too fast at the beginning can lead to early fatigue, while running too slow might prevent achieving a good time.
Application: For Primary 4, the teacher can instruct learners to start at a moderate speed and try to keep that speed for a set distance (e.g., 200m). They should avoid sprinting all out at the start.
Example: A learner running a 400m race should aim to run at a steady speed for the first 300m, then increase speed for the final 100m, rather than sprinting the first 100m and walking the rest.
3. Breathing Technique: Explanation: Efficient breathing ensures a steady supply of oxygen to the muscles and helps remove carbon dioxide. Shallow, rapid breathing is inefficient. Deep, rhythmic breathing (e.g., inhaling through the nose and mouth, exhaling forcefully through the mouth) is recommended.
Application: Teachers can encourage learners to practice breathing in a 2-step rhythm (e.g., inhale for two steps, exhale for two steps) during light jogging.
Analogy: Imagine blowing out a candle steadily, not in short puffs.
4. Stride Length and Frequency: Explanation: Stride length is the distance covered with each step, and stride frequency is how many steps are taken per unit of time. An optimal combination is needed for efficiency. Middle and long distance runners typically have a moderate stride length and frequency, focusing on smooth, economical movements rather than exaggerated powerful steps.
Application: Learners should be encouraged to take comfortable, smooth steps, not too short and not too long. Overstriding (landing on the heel with the foot far in front of the body) is inefficient and can lead to injury.
5. Arm Swing: Explanation: Arms play a crucial role in maintaining balance and providing momentum. They should swing forward and backward in sync with the legs, keeping the elbows bent at approximately a 90-degree angle. The hands should be relaxed, not clenched fists.
Application: Learners can practice standing exaggerated powerful steps.
Application: Learners should be encouraged to take comfortable, smooth steps, not too short and not too long. Overstriding (landing on the heel with the foot far in front of the body) is inefficient and can lead to injury.
5. Arm Swing: Explanation: Arms play a crucial role in maintaining balance and providing momentum. They should swing forward and backward in sync with the legs, keeping the elbows bent at approximately a 90-degree angle. The hands should be relaxed, not clenched fists.
Application: Learners can practice standing still, swinging their arms as if running. The teacher can correct exaggerated or stiff arm movements.
6. Finishing Technique (Running Through the Tape): Explanation: The race is not over until the runner crosses the finish line. Learners should be taught to "run through the tape" or "run through the finish line" rather than slowing down just before it. A slight forward lean or "chest dip" at the very end can sometimes be used to gain an advantage in close finishes, but for Primary 4, simply running past the line is sufficient. * Application: The teacher should set up a clear finish line and encourage learners to maintain their speed until they are well past it.
Teacher Activities: Introduction (10 minutes): Begin by reviewing the previous lesson on sprinting (if applicable) and briefly introduce the concept of athletics as a whole. Engage learners with questions like, "Who can tell me some types of running races you know?" or "Have you ever participated in an inter-house sports competition?" Introduce middle and long distance races as events that require more stamina than speed. State the learning objectives clearly.
Warm-up (10 minutes): Lead a general warm-up session involving light jogging, dynamic stretches (e.g., arm circles, leg swings, torso twists), and flexibility exercises to prepare muscles for activity. Emphasize safety. Explanation and Demonstration of Key Concepts (20 minutes): Explain what middle and long distance races are, providing examples relevant to school sports. Clearly explain each skill (standing start, pacing, breathing, stride, arm swing, finishing). Demonstrate each skill personally or invite a capable learner to demonstrate under supervision. For pacing, physically show an example of someone starting too fast versus someone maintaining a steady pace. Use visual aids if available (e.g., pictures of runners, diagrams of proper form).
Guided Practice of Skills (30 minutes): Organize learners into small groups or pairs. Supervise learners as they practice the standing start. Provide immediate feedback. Conduct short, controlled running drills (e.g., 50-100m repeats) where learners focus on maintaining an even pace, rhythmic breathing, and proper arm swing. Emphasize running "through" a designated finish line. Offer specific individual feedback and correction. Question and Answer Session / Recap (5 minutes): Ask questions to check understanding of race types and skills. Summarize the main points of the lesson.
Cool-down (5 minutes): Lead static stretches for major muscle groups used in running (hamstrings, quadriceps, calves) to aid recovery and flexibility.
Student Activities: Participate actively in the warm-up exercises. Listen attentively to explanations and observe demonstrations. Ask clarifying questions about race types or skills. Actively practice the standing start technique. Engage in short running drills, focusing on: Maintaining a steady pace. Conscious rhythmic breathing. Proper arm swing and relaxed hands. Running smoothly through the finish line. Respond to teacher's questions during the Q&A session. Participate in cool-down stretches.
Question 1: List two examples of middle distance races.
Solution: Two examples of middle distance races are: 800 meters 1500 meters
Commentary: These are standard international middle-distance events. For Primary 4, adapted school distances are also acceptable as examples.
Question 2: Mention two common long distance races.
Solution: Two common long distance races are: 5,000 meters (or 5 kilometres) Marathon (approximately 42.195 kilometres)
Commentary: These represent significant endurance challenges. Other examples like 3,000m or 10,000m are also valid.
Question 3: Describe the importance of "pacing" in middle and long distance races.
Solution: Pacing is important in middle and long distance races because it helps runners to: Conserve energy: By running at a consistent and appropriate speed, runners avoid exhausting themselves too early in the race.
Sustain effort: Good pacing allows runners to maintain their speed for the entire duration of the race, preventing them from slowing down significantly before the finish line.
Finish strongly: With proper pacing, runners still have enough energy left to increase their speed in the final stages of the race if needed.
Commentary: Emphasizes the strategic energy management aspect critical for endurance events.
Question 4: You are running a 400-meter race (treated as a long-distance effort for Primary 4). What should your arms be doing?
Solution: During a 400-meter race, the arms should: Swing forward and backward in a relaxed manner, in sync with the legs. Be bent at approximately a 90-degree angle at the elbows. Have relaxed hands, not clenched fists.
Commentary: Focuses on the practical application of proper arm mechanics for efficiency and balance.
Inter-house Sports and Community Events: The skills learned in middle and long distance races are directly applicable to school inter-house sports competitions and local community fun runs or athletic events. Many Nigerian schools regularly organize track and field events where learners can showcase these skills and enjoy healthy competition. This fosters a sense of teamwork and sportsmanship.
Physical Fitness and Daily Chores: Understanding endurance running contributes to overall physical fitness. This fitness is crucial for everyday activities in many Nigerian contexts, such as walking long distances to school, fetching water from a communal tap, helping with farm work, or simply having the energy for active play. The stamina developed helps learners cope better with physical demands.
National and International Representation: Knowledge of middle and long distance races can inspire learners to pursue athletics further, potentially representing their school, state, or even Nigeria at national and international competitions like the National Sports Festival, African Games, or Olympic Games. Nigeria has produced athletes in various track and field events, and this lesson serves as an early introduction to such possibilities.