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Subject: Physical Education
Semester: 2
Period: 4
Week: 19
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 5
Date: Week 19
Lesson Duration: 45 minutes
Week & Period: Week 19, Period 4
Topic: Introduction to Sprinting
Sub-topic: Kinds of Sprints
Learning Objectives
By the end of the lesson, students should be able to:
Define sprinting, identify different types of sprints, and demonstrate basic sprinting techniques in short timed runs.
Previous Knowledge
Students already know how to run short distances and have practiced simple warm-up exercises.
Instructional Materials
Whistle, stopwatch, cones, chalk for marking lanes, relay baton.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students perform dynamic stretches and jogging to loosen muscles. Teacher asks: “What does it mean to run fast for a short time?” and introduces sprinting.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Content:
- Definition of Sprinting: Sprinting is running at maximum speed over a short distance, focusing on speed, proper form, and efficient energy use. It improves quick bursts of energy, cardiovascular fitness, and muscle strength.
- Kinds of Sprints:
- Short Sprints: 50m and 100m; develop explosive speed and acceleration.
- Example: Running to catch a ball in a game.
- Middle Sprints: 200m and 400m; combine speed and endurance.
- Example: Sprinting to finish a lap in a school athletics competition.
- Relay Sprints: Teams run set distances while passing a baton to teammates.
- Example: 4x100m relay race in a school sports day.
Teacher Demonstration / Practical Examples:
- Demonstrate starting position: one foot forward, knees bent, arms ready.
- Show sprinting posture: lean slightly forward, pump arms efficiently, run on the balls of the feet.
- Demonstrate finish technique: maintain speed, lean slightly forward to cross the finish line.
- Explain importance of arm movement, posture, and foot strike for speed.
Practical Activities:
- Students practice short sprints (50m) in groups, timed with a stopwatch.
- Observe and give feedback on sprinting posture, arm movement, and lean.
- Organize a mini relay game with small teams passing a baton.
- Encourage students to watch peers and note differences in technique and speed.
Learners’ Activities (Expanded):
- Perform short sprint drills individually and in pairs.
- Participate in relay practice, focusing on smooth baton exchange.
- Discuss as a class what makes a sprint effective: posture, arm drive, leg speed.
- Reflect on personal improvement and teamwork in relay races.
Assessment Checks (Formative):
- Teacher asks: “What is sprinting?”
- Quick oral questions: “Name one short sprint and one middle sprint.”
- Observe student running posture, arm movement, and foot placement during sprints.
- Check understanding of relay rules and proper baton passing.
Notes (Expanded & Detailed):
- Sprinting develops explosive speed, cardiovascular fitness, and leg strength.
- Short sprints train quick bursts of energy for games and athletics.
- Middle sprints train speed with endurance, useful in longer races or physical activities.
- Relays promote teamwork, coordination, and precise timing.
- Safety tip: Warm up properly before sprinting to prevent injuries.
Assignments:
- Practice a 50m sprint at home or school, time yourself, and record results in a notebook.
- Draw a diagram showing the correct sprinting posture: start, mid-run, finish.
- Write a short paragraph explaining the difference between short sprints, middle sprints, and relays.
- Organize a mini relay with classmates and note how teamwork affects performance.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Sprinting is fast running over short distances. There are short, middle, and relay sprints, each with unique benefits.
Evaluation Method (Expanded)
Exit slip/quiz: Students write down one type of sprint and explain its use. Teacher will collect slips and provide oral feedback.
Assignment (Expanded): Draw and label a simple track showing sprint distances (50m, 100m, 200m, 400m).
Follow-up Activity: Students practice sprinting at home or during playtime, timing themselves.
Differentiation / Inclusive Strategies
Students with limited mobility may serve as timekeepers or baton holders in relays. Peer support is encouraged.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☐ Medium ☐ Low