Note for teachers using this lesson plan
Before the lesson, ensure the playground is clear and safe for running. The central idea is for pupils to understand and respond to the “On your mark, get set, go!” commands while running safely in pairs. Observe pupils’ ability to listen, follow instructions, and maintain a safe distance from others while running.
Class: Pre-School Level 3
Term: Third Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Physical & Health Education
Curriculum Theme: Physical and Health Education
Previous Lesson: Not separately stated in the scheme.
Topic: RACING IN PAIRS
Subject Matter: Running in pairs and understanding on your mark, get set, go.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and understand the commands “On your mark, get set, go!”
- Recall the sequence of the racing commands.
Affective Domain
- Show enthusiasm for participating in pair running activities.
- Listen attentively to the teacher’s instructions and commands.
Psychomotor Domain
- Demonstrate the correct body positions for “On your mark” and “Get set.”
- Run safely in pairs following the “Go!” command.
Social Domain
- Cooperate with a partner while running in pairs.
- Take turns and wait for their command to start a race.
Reference Materials
NAPPS National Unified Teaching Scheme for Pre-School Level 3
Relevant Early Childhood Care and Education resources
Instructional Materials
Playground
Whistle
Cones or markers
Video on “On your mark, get set, go!”
Rationale for the Lesson
This lesson is important for 4-year-olds as it develops their gross motor skills, coordination, and ability to follow sequential instructions. Learning to run in pairs and respond to commands also fosters social skills like cooperation and turn-taking, preparing them for more complex physical activities and teamwork.
Prerequisite/Previous Knowledge
Pupils can walk, run individually, and follow simple one-step instructions from the teacher.
Lesson Content/Board Summary
Racing in Pairs
Running is moving fast with your legs. A race is when you run to see who is fastest. When we race in pairs, two friends run together side-by-side.
Before we start a race, we use special words:
- On your mark: This means get ready at the starting line. Bend your knees slightly, put your hands on your knees, and look forward.
- Get set: This means get ready to push off. Lean forward a little bit, keep your eyes on the finish line.
- Go!: This means start running as fast as you can to the finish line!
Movement Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
On your mark, get set, go!
Ready, steady, off we go!
Run in pairs, side by side,
Happy runners, full of pride!
On your mark, get set, go!
Ready, steady, off we go!
Actions:
- “On your mark” – bend knees slightly, hands on knees.
- “Get set” – lean forward slightly, ready to move.
- “Go!” – run in place.
- “Run in pairs, side by side” – hold hands with a partner, run in place.
Watch and Practise
Key Words
- Run – to move fast with your legs.
- Race – a competition to see who is fastest.
- Pairs – two people together.
- On your mark – get ready at the start.
- Get set – prepare to push off.
- Go! – start running.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Explain running and racing using simple language. Demonstrate each command (“On your mark,” “Get set,” “Go!”) clearly, showing the correct body posture and movement. Have pupils imitate your actions for each command before putting them together.
What to show or demonstrate: Physically demonstrate the “On your mark” (knees bent, hands on knees), “Get set” (lean forward), and “Go!” (start running) positions. Use cones or markers to show a clear starting line and a short finish line on the playground.
How to use the rhyme/song: Introduce the “On Your Mark, Get Set, Go!” rhyme after demonstrating the commands. Sing it together several times, encouraging pupils to perform the actions as they sing. This helps reinforce the sequence and meaning of the commands.
How to use the video: Introduce the video as a fun way to see other children racing. Play the video once for pupils to watch. After watching, discuss what they saw and encourage them to practise the commands and running actions shown in the video.
What to watch for: Observe if pupils understand the meaning of each command and can perform the actions safely. Ensure they are not pushing or tripping each other when running in pairs. Emphasize safe running and good sportsmanship.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Repetition, Practical Activity, Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 5 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils and leads them in a short warm-up exercise like stretching their arms and legs, and light jogging on the spot to prepare their bodies for activity.
Pupils’ Activity: Pupils greet the teacher and participate in the warm-up exercises, stretching and jogging lightly.
Learning Point: Pupils prepare their bodies for physical activity.
Step 2: Explaining Running and Racing in Pairs
Time: 5 minutes
Teaching Skill: Explanation/Concept Introduction
Teacher’s Activity: The teacher explains what running is and introduces the idea of a “race.” The teacher then explains that today they will learn to race in “pairs” (two friends together).
Pupils’ Activity: Pupils listen to the teacher’s explanation and identify friends they would like to pair with.
Learning Point: Pupils understand the concept of running and racing in pairs.
Step 3: Introducing “On your mark”
Time: 4 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher demonstrates the “On your mark” command, showing pupils how to bend their knees slightly, place hands on knees, and look forward. The teacher asks pupils to repeat the command and copy the action.
Pupils’ Activity: Pupils say “On your mark” and try to copy the teacher’s action, getting into the “on your mark” position.
Learning Point: Pupils learn and practise the “On your mark” command and position.
Step 4: Introducing “Get set”
Time: 4 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher demonstrates the “Get set” command, showing pupils how to lean forward slightly from the “on your mark” position. The teacher asks pupils to repeat the command and copy the action.
Pupils’ Activity: Pupils say “Get set” and try to copy the teacher’s action, moving into the “get set” position.
Learning Point: Pupils learn and practise the “Get set” command and position.
Step 5: Introducing “Go!” and combining commands
Time: 4 minutes
Teaching Skill: Demonstration/Integration
Teacher’s Activity: The teacher demonstrates the “Go!” command, showing how to start running from the “get set” position. The teacher then leads pupils through the full sequence: “On your mark,” “Get set,” “Go!” several times. The teacher also introduces and leads the “On Your Mark, Get Set, Go!” rhyme with actions.
Pupils’ Activity: Pupils say “Go!” and start running in place. They practise the full sequence of commands with the teacher and sing the rhyme with actions.
Learning Point: Pupils learn and practise the “Go!” command and the full sequence of racing commands, reinforced by the rhyme.
Step 6: Guided Pair Racing and Video
Time: 4 minutes
Teaching Skill: Guided Practice/Application
Teacher’s Activity: The teacher shows the video on “On your mark, get set, go!” and discusses it briefly. Then, the teacher guides pupils to pair up and stand at a starting line marked with cones. The teacher gives the commands (“On your mark, get set, Go!”) and blows a whistle for them to start running a short distance in pairs. The teacher ensures safety and encourages fair play.
Pupils’ Activity: Pupils watch the video, pair up, stand at the starting line, and run a short race in pairs when the teacher gives the commands.
Learning Point: Pupils apply the commands to run safely in pairs.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- What do we say first when we want to start a race? (On your mark)
- Show me “Get set.”
- What do you do when I say “Go!”?
- Find a partner and stand ready for a race.
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Recap/Closure
Teacher’s Activity: The teacher praises the pupils for their participation and good listening. The teacher reminds them that running and playing are good for their bodies. The teacher leads a short cool-down activity like slow walking.
Pupils’ Activity: Pupils listen to the teacher, participate in the cool-down, and say goodbye.
Learning Point: Pupils understand the benefits of physical activity and conclude the lesson.
Lesson Keywords
- Run – to move fast with your legs.
- Race – a competition to see who is fastest.
- Pairs – two people together.
- On your mark – the first command to get ready at the start of a race.
- Get set – the second command, meaning to prepare to push off.
- Go! – the command to start running.
Differentiation
- Support: For pupils who find it difficult, the teacher can provide more one-on-one demonstrations, slow down the commands, or allow them to run individually first before pairing up. Use larger, clearer markers for the starting line.
- Extension: For pupils who grasp the concept quickly, the teacher can challenge them to run a slightly longer distance, try racing with different partners, or encourage them to be the “starter” by saying the commands for their pair.
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