Integration of Speed and Power

Grade 5 · Physical Education

Semester 2 | Period 4 | Week 23

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Subject: Physical Education

Semester: 2

Period: 4

Week: 23

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 5
Date: Week 23
Lesson Duration: 45 minutes
Week & Period: Week 23, Period 4
Topic: Integration of Speed and Power
Sub-topic: Games Combining Sprinting, Power, and Coordination

Learning Objectives
By the end of the lesson, students should be able to:
Apply sprinting, strength, and power skills in group games, demonstrate coordination, and identify individuals with the highest peak power output.

Previous Knowledge
Students already know sprinting, weight training, and ball exercises.

Instructional Materials
Stopwatch, medicine balls, cones, small weights, whistle.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students jog and stretch. Teacher asks: “How can we use everything we’ve learned about speed and power in one game?”

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Content:

  • Integration of Speed and Power Exercises through Games:
    • Combine sprinting, power, and coordination in practical activities:
  1. Timed Sprints: Short distance sprints to measure speed.
  2. Medicine Ball Throws: Overhead or chest passes to test upper body power.
  3. Relay with Obstacles: Team races incorporating coordination, baton passing, and agility.
    • Purpose: Helps students apply learned skills together, simulating real-life sports situations.

Teacher Demonstration / Practical Examples:

  • Show a mini course where students sprint, throw a medicine ball, and navigate an obstacle for relay exchange.
  • Emphasize proper sprinting posture, throwing technique, and safe navigation of obstacles.
  • Demonstrate how to observe teammates to identify the person with the highest peak power output.

Practical Activities:

  1. Organize students into teams for integrated activity stations.
  2. Each student completes timed sprints, ball throws, and relay challenges.
  3. Rotate through stations so all students experience each challenge.
  4. Peer observation: students note effort, coordination, and power of teammates.
  5. Record times, distances, and performance for discussion.

Learners’ Activities (Expanded):

  • Perform sprints, medicine ball throws, and relay obstacle courses safely.
  • Work in teams to encourage cooperation, motivation, and strategy.
  • Reflect on personal speed, strength, and coordination levels.
  • Discuss as a class who displayed the highest peak power output and why.

Assessment Checks (Formative):

  • Observe technique, speed, coordination, and effort during each activity.
  • Ask: “How does combining sprinting and power exercises help you in sports?”
  • Check understanding of teamwork, rules, and safe execution.

Notes (Expanded & Detailed):

  • Integration improves overall athletic performance by combining speed, strength, and coordination.
  • Practicing these combined skills prepares students for sports such as football, basketball, athletics, and team relay events.
  • Emphasis: safety, proper technique, and teamwork are crucial during integrated exercises.
  • Encourages peer learning and motivation through observation and feedback.

Assignments:

  1. Record your performance in sprints, ball throws, and relay challenges. Reflect on improvement areas.
  2. Draw a diagram of an integrated sprint-power-relay course and label steps.
  3. Write a paragraph explaining how speed, power, and coordination work together in sports.
  4. Observe a peer completing the course and give constructive feedback on effort and technique.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students practiced sprinting, power, and coordination together through fun games. These integrated skills improve sports performance.

Evaluation Method (Expanded)
Exit slip/quiz: Students answer, “Which activity today tested your speed most and which tested your power most?”
Assignment (Expanded): Write two sports that require both speed and power.
Follow-up Activity: Organize a mini game at home with friends combining running and throwing.
Differentiation / Inclusive Strategies
Students with lower strength can take shorter distances or lighter objects but still participate fully.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☐ Medium ☐ Low