Athletics: Meaning and Types of Long-Distance Races, Phases of Long-Distance Races and Long-Distance Running Skills Primary 4 (Basic 4) Second Term Week 3 Physical and Health Education

ATHLETICS: MEANING AND TYPES OF LONG DISTANCE RACES, LONG DISTANCE PHASES AND SKILLS 

PHYSICAL AND HEALTH EDUCATION (PHE)

PRIMARY 4 – FIRST TERM – WEEK 3

THEME – GAMES AND SPORTS (ATHLETICS) 

PREVIOUS LESSON – Athletics: Meaning and Types of Middle-Distance Races, Phases of Middle-Distance Races and Middle-Distance Running Skills Primary 4 (Basic 4) Second Term Week 2 Physical and Health Education

TOPIC – LONG-DISTANCE RACES 

LEARNING AREA

1. Introduction

2. Meaning and Types of Long-Distance Races

3. Phases of Long-Distance Races

4. Long-Distance Running Skills

5. Weekly Assessment: Test Questions and Answers/Assignment

6. Summary

LEARNING OBJECTIVES 

By the end of the lesson, pupils should be able to:

1. Define long-distance races.

2. Mention the types of long-distance races.

3. Identify the phases of long-distance races.

4. Explain the basic long-distance running skills.

5. Demonstrate the correct techniques used in long-distance running.

ENTRY BEHAVIOUR

Pupils have previously learned about middle-distance races, including their meaning, types, phases, and running skills. They practised proper starting, running posture, breathing, pacing, and strong finishing.

This lesson builds on that knowledge by introducing long-distance races, where pupils will apply the same running skills while developing greater endurance, better breathing, and the ability to maintain a steady pace over a longer distance.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Whistle

2. Stopwatch

3. Running track or open field

4. Cones or markers

5. Pictures/chart showing long-distance races

6. Sportswear and running shoes

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION

Have you ever seen athletes run many laps around a track or over a very long distance? These races are called long-distance races. Unlike sprint and middle-distance races, long-distance races require runners to use their energy wisely and keep running for a longer time.

In this lesson, pupils will learn the meaning and types of long-distance races, the phases of long-distance races, and the basic running skills needed to complete these races successfully.

LESSON 1 – MEANING OF LONG-DISTANCE RACES

Long-distance races are running races that cover long distances. They require runners to have endurance, strength, and steady breathing because they run for a longer time without stopping.

TYPES OF LONG-DISTANCE RACES

Some common types of long-distance races are:

1. 3,000 metres race – The runner completes seven and a half laps of a standard 400-metre track.

2. 5,000 metres race – The runner completes twelve and a half laps of a standard 400-metre track.

3. 10,000 metres race – The runner completes twenty-five laps of a standard 400-metre track.

4. Marathon race – The marathon covers a distance of 42.195 kilometres and is one of the longest road races.

IMPORTANCE OF LONG-DISTANCE RACES

1. They improve endurance.

2. They strengthen the heart and lungs.

3. They improve physical fitness.

4. They teach patience and self-discipline.

5. They promote good health and regular exercise.

LESSON 2 – PHASES OF LONG-DISTANCE RACES

1. Starting Phase – The runner starts the race smoothly when the signal is given.

2. Running Phase – The runner keeps a steady speed and breathes properly throughout the race.

3. Acceleration Phase – The runner gradually increases speed as the finish line gets closer.

4. Finishing Phase – The runner runs faster and crosses the finish line without slowing down too early.

IMPORTANCE OF FOLLOWING THE PHASES

1. it helps runners use their energy wisely.

2. It improves endurance throughout the race.

3. It prevents early tiredness.

4. It increases the chances of finishing strongly.

5. It improves overall performance in middle-distance races.

LONG-DISTANCE RUNNING SKILLS

1. Proper Starting – Start the race smoothly without rushing.

2. Good Running Posture – Keep your head up and your back straight while running.

3. Correct Arm Action – Swing your arms naturally to help your movement.

4. Good Breathing – Breathe in through your nose and out through your mouth.

5. Pacing – Run at a steady and comfortable speed.

6. Endurance – Keep running without stopping until the race is over.

7. Strong Finishing – Increase your speed near the finish line and finish the race confidently.

LESSON 3 – PRACTICAL DEMONSTRATION OF LONG-DISTANCE RACES 

The teacher demonstrates each activity before allowing the pupils to practise.

1. Starting Position

• Stand behind the starting line.

• Keep the body relaxed.

• Listen carefully for the starting signal.

• Start running smoothly without rushing.

2. Running at a Steady Pace

• Run at a comfortable speed.

• Avoid running too fast at the beginning.

• Keep your body relaxed while running.

3. Proper Breathing

• Breathe in through the nose.

• Breathe out through the mouth.

• Breathe regularly throughout the race.

4. Maintaining Good Running Posture

• Keep your head up.

• Look straight ahead.

• Keep your back straight.

• Swing your arms naturally while running.

5. Strong Finishing

• Increase your speed near the finish line.

• Run through the finish line confidently.

• Continue running a few steps after crossing the finish line.

Group Practical Activities

1. The teacher divides pupils into small groups and asks each group to:

2. Demonstrate the correct starting position.

3. Practise running at a steady pace.

4. Practise proper breathing while running.

5. Demonstrate correct running posture and arm action.

6. Run a short long-distance practice race suitable for their age and available space.

7. Demonstrate a strong finishing technique.

8. Encourage teammates and observe the rules of athletics.

The teacher observes the pupils, corrects mistakes, encourages teamwork and fair play, and ensures that all safety rules are followed throughout the practical activities.

WEEKLY ASSESSMENT: TEST QUESTIONS AND ANSWERS/ASSIGNMENT 

A. Multiple Choice Questions

1. Long-distance races are races that cover ______.

A. short distances

B. medium distances

C. long distances

D. relay distances

2. Which of the following is a long-distance race?

A. 100 metres

B. 800 metres

C. 200 metres

D. 5,000 metres

3. Which phase comes first in a long-distance race?

A. Running phase

B. Starting phase

C. Finishing phase

D. Pacing phase

4. Which running skill helps a runner keep going for a long time?

A. Diving

B. Heading

C. Endurance

D. Throwing

5. Which running skill helps a runner use energy wisely?

A. Pacing

B. Jumping

C. Kicking

D. Catching

B. Fill in the Blanks

6. A marathon is a ______-distance race.

7. The ______ phase is the first stage of a long-distance race.

8. The ______ phase is the last stage of a long-distance race.

9. Good ______ helps a runner breathe well during the race.

10. ______ helps a runner keep a steady speed throughout the race.

C. True or False

11. Long-distance races require endurance. ______

12. The marathon is a long-distance race. ______

13. A runner should start a long-distance race very fast. ______

14. Good running posture is important in long-distance races. ______

15. Proper pacing helps a runner finish the race successfully. ______

D. Match Column A with Column B

Column A – Column B

16. Marathon – A. Ability to run for a long time

17. Starting phase – B. Last phase of the race

18. Endurance – C. First phase of the race

19. Pacing – D. Running at a steady speed

20. Finishing phase – E. Long-distance race

ANSWER KEYS

1. C – Long distances

2. D – 5,000 metres

3. B – Starting phase

4. C – Endurance

5. A – Pacing

6. Long

7. Starting

8. Finishing

9. Breathing

10. Pacing

11. True

12. True

13. False

14. True

15. True

16. E – Marathon → Long-distance race

17. C – Starting phase → First phase of the race

18. A – Endurance → Ability to run for a long time

19. D – Pacing → Running at a steady speed

20. B – Finishing phase → Last phase of the race

SUMMARY

In this lesson, pupils learned that long-distance races are races that cover long distances and require endurance, strength, and proper breathing. They identified the common types of long-distance races, which include the 3,000 metres, 5,000 metres, 10,000 metres, and marathon races.

Pupils also learned the phases of a long-distance race, namely:

• Starting phase

• Running phase

• Pacing phase

• Finishing phase

They learned the basic long-distance running skills, including:

• Proper starting

• Good running posture

• Correct arm action

• Good breathing

• Pacing

• Endurance

• Strong finishing

Finally, pupils understood that long-distance races require patience, endurance, and steady pacing. They also learned that regular practice helps improve fitness, stamina, breathing, and overall performance in long-distance running.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

Step 1: Introduction – The teacher asks pupils questions about middle-distance races and introduces long-distance races.

Pupils’ Activities: Pupils answer questions and recall what they learned about middle-distance races.

Step 2: Meaning of Long-Distance Races – The teacher explains the meaning of long-distance races and gives examples.

Pupils’ Activities: Pupils define long-distance races and mention examples.

Step 3: Types of Long-Distance Races – The teacher discusses the common types of long-distance races (3,000 metres, 5,000 metres, 10,000 metres, and marathon).

Pupils’ Activities: Pupils identify and mention the types of long-distance races.

Step 4: Phases of Long-Distance Races – The teacher explains the phases of a long-distance race: starting, running, pacing, and finishing.

Pupils’ Activities: Pupils identify the phases and explain each one.

Step 5: Long-Distance Running Skills – The teacher demonstrates the basic running skills, including proper starting, good posture, arm action, breathing, pacing, endurance, and strong finishing.

Pupils’ Activities: Pupils observe and practise each running skill.

Step 6: Practical Demonstration – The teacher organizes pupils into groups to practise the phases and skills of long-distance running.

Pupils’ Activities: Pupils participate actively in group practice and demonstrate the correct running techniques.

Step 7: Summary – The teacher reviews the meaning, types, phases, and running skills of long-distance races.

Pupils’ Activities: Pupils answer review questions and summarize the lesson.

Step 8: Evaluation – The teacher gives classwork, assesses pupils’ practical and written responses, and provides corrections where necessary.

Pupils’ Activities: Pupils complete the activities and improve their performance based on the teacher’s feedback.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

NEXT LESSON

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LESSON EVALUATION 

Teacher asks pupils,

1. What are long-distance races?

2. Mention four types of long-distance races.

3. State the four phases of a long-distance race.

4. Mention five long-distance running skills.

5. Explain the importance of pacing in a long-distance race.

6. Why is endurance important in long-distance running?

7. State three benefits of participating in long-distance races.

8. Demonstrate the correct starting position, proper running posture, good arm action, and strong finishing technique used in a long-distance race.