Sports (Track & Field – Skills and Rules)

Grade 6 · Physical Education

Semester 1 | Period 1 | Week 4

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Subject: Physical Education

Semester: 1

Period: 1

Week: 4

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 6
Date: Week 4
Lesson Duration: 45 minutes
Week & Period: Week 4, Period 1
Topic: Sports (Track & Field – Skills and Rules)
Sub-topic: Track and field events, skills, rules, examples

Learning Objectives
By the end of the lesson, students should be able to describe track and field events, demonstrate basic skills, state rules, and give examples of events such as sprint, relay, and long jump.

Previous Knowledge
Students have seen running races and simple jumping activities.

Instructional Materials
Whistle, baton, tape measure, chalk for marking, pictures of athletes.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “Who has seen Usain Bolt run a race?” Learners respond, and teacher uses it to introduce track and field.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

  1. Track Events
  • Sprinting (100m) – A short-distance race requiring speed and explosive power. The goal is to run as fast as possible from start to finish.
  • Relay (4x100m) – A team race where four runners each cover 100m and pass a baton within a marked zone. Success depends on teamwork and smooth baton exchange.
  • Middle Distance Running (400m–1500m) – Longer races that require stamina, pacing, and endurance. Unlike sprints, runners must control their energy.

Examples: Usain Bolt is famous for the 100m sprint. Relay races are common in school sports days. Middle-distance races are seen in the Olympics (e.g., 800m).

 

  1. Field Events
  • Long Jump – Athlete runs fast and jumps forward into a sand pit. Skill involves speed, take-off, and safe landing.
  • High Jump – Athlete runs and jumps over a horizontal bar without knocking it down. Requires timing, flexibility, and strong legs.
  • Shot Put – Athlete throws a heavy ball (shot) as far as possible using strength and correct technique.

Examples: Learners may not have full equipment, but they can practice standing long jumps or mock high jumps with ropes.

 

  1. Key Skills
  • Starting techniques:
    • Standing start: For beginners or longer races; runner starts upright.
    • Crouch start: Used in short sprints; one knee on the ground, hands behind the starting line, then push forward explosively.
  • Running posture: Upright body, arms bent at 90°, knees lifted, eyes forward.
  • Baton exchange in relays: Baton must be passed within the 20m exchange zone using either “up-sweep” or “down-sweep” technique.
  • Jumping and safe landing: In long jump, land with feet together, knees bent, and arms forward to avoid falling backward.

 

  1. Rules
  • Stay in lane during sprints and relays; leaving lane means disqualification.
  • No false start (starting before the whistle or gun).
  • Baton must be passed within exchange zone; outside the zone means disqualification.
  • No overstepping in long jump; jump must be taken before the board/line.
  • In shot put: must throw from inside the circle without stepping outside.

 

  1. Teacher Demonstrations
  • Demonstrate sprint start (standing and crouch).
  • Show proper running posture with arm and leg coordination.
  • Demonstrate baton handover with a student partner.
  • Demonstrate standing long jump with a safe landing.

 

  1. Learners’ Activities (Expanded)
  2. In pairs, learners practice sprint starts (standing and crouch).
  3. In small groups, learners practice baton exchanges within a marked zone.
  4. Learners attempt a standing long jump in class space, focusing on safe landing.
  5. Groups discuss differences between sprinting and middle-distance running.
  6. Learners list one track and one field event they enjoy most and why.

 

  1. Assessment Checks
  • Teacher observes learners’ baton exchanges to check coordination and timing.
  • Oral check: Teacher asks learners to:
    • State one rule of sprinting.
    • State one skill needed in long jump.
    • Explain the difference between sprinting and middle-distance running.

 

  1. Notes (Expanded & Detailed)
  • Track and field involve running, jumping, and throwing competitions.
  • Key skills include starting techniques, running posture, baton exchange, and safe landings.
  • Rules ensure fairness and safety in competitions.
  • Track and field build speed, stamina, teamwork, strength, and coordination.
  • These events are part of school sports, the Olympics, and national games, helping athletes and learners improve health and discipline.

 

Assignments

  1. Write down three differences between sprinting and middle-distance running.
  2. Draw a simple diagram of a relay baton exchange zone and explain how it works.
  3. List two rules each for:
    Sprinting
    ii. Long jump
  4. Watch or ask about a track or field event in your community and write a short note about it.
  5. Practice a standing long jump at home and record how far you can jump in three tries.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Track and field consist of running and jumping events, require skills, and must follow rules for fair competition.

Evaluation Method (Expanded): Exit slip/quiz: Write one rule of relay and one skill in long jump.

Assignment (Expanded): Draw and label a relay baton and explain how it is exchanged.

Follow-up Activity: Learners watch a video of a track and field event and report what they learned.

Differentiation / Inclusive Strategies
Teacher modifies demonstrations for learners unable to run or jump. Observation tasks are assigned instead.

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