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Subject: Physical Education
Semester: 2
Period: 5
Week: 29
School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 6
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Manipulative Games & Integration of Track & Field
Sub-topic: Shuttle Run and Combined Skills
Learning Objectives
By the end of the lesson, students should be able to:
Define manipulative games and give examples
Demonstrate shuttle run with correct form
Integrate skills of running, jumping, teamwork, and coordination into fun drills
Previous Knowledge
Students already know basic relay races and jumping skills
Instructional Materials
Cones, whistle, stopwatch, baton or markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Students perform light jogging with shuttle movements. Teacher asks: Why is changing direction quickly important in sports?
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Explanations (Expanded & Detailed):
- A manipulative game is one that requires learners to control objects while moving, such as balls, batons, or markers. One example is the shuttle run.
- Shuttle Run: This involves running back and forth between two points, usually 5–10 meters apart, as quickly as possible. Learners may touch the line, pick up an object, or drop an object each time they reach the end.
- Skills Developed in Shuttle Run:
- Speed – sprinting quickly between points.
- Agility – changing direction fast without falling.
- Coordination – controlling the body while bending, turning, and picking objects.
- Teamwork – when done as a relay, learners depend on each other to win.
- Integration of Skills: Shuttle run combines what learners have already practiced:
- Running starts from track events.
- Jumping from field events.
- Safe landing and balance from gymnastics.
- Teamwork from classroom and locomotor games.
Teacher Demonstrations (Practical Drills):
- Teacher marks two points with cones 10 meters apart.
- Teacher shows the basic shuttle run: sprint to cone, touch the line, return, repeat.
- Teacher demonstrates shuttle with object pick-up: pick a beanbag at one end, run back, place it down, continue.
- Teacher explains relay version: teams of 4–5 learners run shuttle distances and tag the next runner.
Learners’ Activities (Expanded):
- Students first practice individual shuttle runs at jogging pace, then faster.
- Students try shuttle runs with objects (picking or dropping beanbags).
- Teams compete in shuttle relays, cheering for one another.
- For integration, learners combine skills: run from start line, perform a short jump, land safely, sprint back in shuttle style.
- After the games, students reflect in groups: “Which skills did we use today?” and “How did teamwork affect our success?”
Assessment Checks:
- Teacher asks learners:
- What skill is improved most in shuttle run?
- How is teamwork shown in group drills?
- Why is agility important in shuttle runs?
- Teacher observes:
- Speed and safe turning at the cones.
- Correct bending to pick or drop objects.
- Teamwork and fair play during relays.
Notes (Expanded & Detailed):
- Shuttle run is a manipulative game that strengthens the body and trains the mind to act quickly.
- It develops speed, agility, coordination, endurance, and teamwork, which are important for sports and daily life.
- By combining skills from track, field, gymnastics, and games, learners build all-round physical fitness and learn sportsmanship—respecting rules, supporting teammates, and staying motivated.
Assignment (to extend learning):
- At home, mark two points 5 meters apart. Practice shuttle runs 5 times and record your best time.
- Write down three skills you used during the shuttle run today.
- Draw a diagram of the shuttle run setup with two cones and arrows showing the running direction.
- In your notebook, explain in one paragraph how teamwork helps in a relay version of the shuttle run.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students recall shuttle run as manipulative game and highlight integrated skills of running, jumping, and teamwork.
Evaluation Method (Expanded):
Exit slip/quiz: Students explain one skill they practiced in shuttle run and one integrated skill from track and gymnastics.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded): Students design a simple game at home that combines running and jumping.
Follow-up Activity: Learners time themselves doing short shuttle runs daily and record improvements.
Differentiation / Inclusive Strategies
Learners with limited speed serve as markers, whistle blowers, or timers.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low