Revision of 50-Metre Dash and Shuttle Run Skills for Primary 1

Class: Primary 1
Term: Second Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: Physical & Health Education
Curriculum Theme: Basic Movement
Focal competence: Demonstrating agility, speed, strength and endurance while running a 50-metre dash
Skills:

• Running 50 metre dash
• Performing shuttle run

Previous Lesson: Second Term Physical Health Education Examination
Topic: Revision Of Running
Subject Matter: Review of 50-metre dash and shuttle run skills needed for the term’s running-safety work

Specific Objectives

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

Psychomotor Domain

• Demonstrate the reviewed 50-metre dash skill safely.
• Demonstrate the reviewed shuttle-run skill safely.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Physical and Health Education for Primary Schools, Book 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Cones or safe markers
• Whistle where appropriate
• Open safe activity space
• Appropriate sportswear

Rationale for the Lesson

This revision lesson helps pupils reinforce fundamental running techniques and safety practices. Mastering these skills is essential for their overall physical development and participation in various physical activities. It also prepares them for more complex movement skills in future lessons.

Prerequisite/Previous Knowledge

Pupils have previously been taught the basic skills of the 50-metre dash and shuttle run in earlier lessons.

Lesson Content/Board Summary

Revision Of Running

Review of 50-Metre Dash Skill

The 50-metre dash is a short, fast run. Key aspects to remember for this skill include:

1. Sprint Start: Begin from a crouched position with hands on the ground, ready to push off quickly at the sound of the whistle or signal.
2. Running Posture: Maintain a slight forward lean, keeping the head up and looking forward.
3. Arm Action: Pump the arms vigorously back and forth, close to the body, with elbows bent at about 90 degrees. This helps to generate power and maintain balance.

Review of Shuttle Run Skill

The shuttle run involves running back and forth between two points, usually picking up or touching an object at each end. The main focus is on quick changes of direction.

1. Turning Technique: When reaching a marker, quickly plant one foot (the outer foot) to stop momentum, pivot sharply, and push off with the other foot (the inner foot) to change direction. Keep the body low and balanced during the turn.
2. Speed and Agility: Aim to move as quickly as possible between the markers, demonstrating good coordination and control.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to recall some running activities they have learned before. The teacher then introduces the lesson as a revision of the 50-metre dash and shuttle run.

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Recalling running activities

Step 2: Warm-up and Demonstration

Time: 10 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher leads pupils in a brief warm-up exercise (e.g., light jogging, stretching). After the warm-up, the teacher demonstrates the correct techniques for the 50-metre dash (sprint start, posture, arm action) and the shuttle run (turning technique).

Pupils’ Activity: Pupils participate in the warm-up and carefully observe the teacher’s demonstrations.

Learning Point: Observing running techniques

Step 3: Guided Practice – 50-Metre Dash

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to practice the 50-metre dash in small groups. The teacher provides feedback on their sprint start, running posture, and arm action, correcting any observed errors.

Pupils’ Activity: Pupils practice the 50-metre dash, focusing on the correct techniques and incorporating the teacher’s feedback.

Learning Point: Practising 50-metre dash

Step 4: Correction and Reinforcement – 50-Metre Dash

Time: 5 minutes

Teaching Skill: Feedback/Correction

Teacher’s Activity: The teacher provides specific corrections for common errors observed during the 50-metre dash practice, such as incorrect starting position or poor arm swing. The teacher reinforces the importance of safety.

Pupils’ Activity: Pupils listen to corrections and try to apply them in their subsequent practice runs.

Learning Point: Correcting dash errors

Step 5: Guided Practice – Shuttle Run

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher sets up cones for the shuttle run and guides pupils to practice the skill. The teacher pays close attention to their turning technique and provides immediate feedback.

Pupils’ Activity: Pupils practice the shuttle run, focusing on quick and safe turns between the markers.

Learning Point: Practising shuttle run

Step 6: Correction and Reinforcement – Shuttle Run

Time: 4 minutes

Teaching Skill: Feedback/Correction

Teacher’s Activity: The teacher highlights good turning techniques and corrects common mistakes in the shuttle run, such as slowing down too much before turning or losing balance. The teacher reminds pupils about safety.

Pupils’ Activity: Pupils receive feedback and attempt to improve their turning technique during practice.

Learning Point: Improving shuttle run

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is important to remember when starting a 50-metre dash?
2. How should your arms move when you are running fast?
3. What is the best way to turn quickly in a shuttle run?
4. Why is it important to practice these running skills safely?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing running skills

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher leads a cool-down exercise and briefly summarises the importance of practicing running skills for speed, agility, and safety. The teacher encourages pupils to continue practicing these movements. The teacher praises pupils for their participation and effort.

Pupils’ Activity: Pupils participate in the cool-down and listen to the summary, understanding the importance of the skills learned.

Learning Point: Consolidating running importance

Lesson Keywords

• Dash – A short, fast run.
• Shuttle Run – Running back and forth between two points.
• Posture – The way one holds their body when standing or running.
• Agility – The ability to move quickly and easily.
• Safety – Being protected from harm or danger.

Differentiation

For pupils who are struggling, the teacher can provide more individualised attention, simplify the practice by reducing the distance for the dash or the number of turns for the shuttle run. Faster learners can be challenged to perform the runs with greater speed and precision, or to demonstrate the techniques to their peers.

Suggested Lesson Videos

For further visual understanding, search on YouTube for: Primary 1 50 metre dash shuttle run PHE

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure the activity space is clear and safe, and that cones or markers are readily available. Begin with a thorough warm-up to prepare pupils’ muscles and prevent injuries. Emphasise safety throughout the lesson, especially during demonstrations and practice sessions. Guide pupils through each running skill, breaking down the techniques into manageable steps. Provide clear, concise feedback and correct errors immediately. Encourage active participation and positive reinforcement. During the evaluation phase, assess pupils’ ability to demonstrate the skills rather than just recall definitions. Since this is a revision lesson, focus on reinforcing correct techniques and building confidence.