Lesson plan of Track and Field

Objectives (5 - 10 minutes)

1. Introduce Athletics: The teacher should start the lesson by presenting Athletics, explaining that it is a sport that involves various activities, such as running, jumping, throwing and shot put. It is important to emphasize that Athletics is considered the oldest form of sport and has been part of the Olympic Games since its inception.

2. Present the Athletics Disciplines: The teacher should present the Athletics disciplines, briefly explaining the characteristics of each one of them. It is important to emphasize that Athletics is divided into track events, field events and combined events.

3. Explore Running as an Athletics Discipline: The teacher should delve deeper into the study of running, which is one of the main Athletics disciplines. Different types of running should be discussed (sprint, hurdles, relay), the techniques used in each one of them and the world records.

Secondary Objectives:

• Develop Attention and Critical Thinking: During the presentation of the contents, the teacher should encourage students to ask questions and reflect on what is being presented. This helps to develop their attention and critical thinking.

• Promote Interaction between Students: The teacher should encourage interaction between students, promoting group discussions and practical activities that involve the theme. This contributes to the development of social skills and the construction of knowledge in a collaborative way.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should start the lesson by making a brief but clear review of concepts related to Athletics, such as the notion of sport, the importance of practicing sports for physical and mental health, and the idea of competition. This review can be done through direct questions to students, to assess prior knowledge and clarify any doubts that may arise.

2. Problem Situations: Next, the teacher should present two problem situations that involve Athletics. The first one could be: "How can practicing Athletics contribute to the development of motor and physical skills of athletes?" The second one could be: "What are the challenges that Athletics athletes face during competitions and how do they overcome them?"

3. Contextualization: The teacher should then contextualize the importance of Athletics, explaining that, besides being a healthy sports practice, Athletics is also a form of competition and entertainment that attracts the attention of millions of people around the world, especially during the Olympic Games. In addition, Athletics is an activity that can be practiced by people of all ages and skill levels, which makes it inclusive and democratic.

4. Capturing Students' Attention: To arouse students' interest in the subject, the teacher can share some curiosities about Athletics. For example, they can say that the first marathon in history was held in 490 B.C., during the Greco-Persian Wars, when a Greek soldier ran from Marathon to Athens to announce the victory over the Persians. Another interesting fact is that the men's high jump world record is 2.45 meters, while the women's record is 2.09 meters.

5. Introduction to the Topic: Finally, the teacher should introduce the topic of the lesson, explaining that they will explore the world of Athletics, learning about its disciplines, techniques and records, and understanding how practicing this sport contributes to the physical and motor development of athletes.

Development (20 - 25 minutes)

1. Sorting Activity (10 - 12 minutes): The teacher should prepare cards with images and/or names of different Athletics disciplines, such as running, jumping, throwing and shot put, in advance. Students will be divided into groups and each group will receive a set of cards. The objective of the activity is for students to sort the cards into three main categories: track events, field events and combined events. They should justify their sorting, explaining the characteristics they identified in each discipline. At the end of the activity, each group should present their sorting to the class, and the teacher should complement the explanations, correct possible mistakes and reinforce the correct concepts.

2. Debate Activity (5 - 7 minutes): The teacher should then propose a debate about the importance of Athletics as a sport. To this end, they can present some statements, such as: "Athletics is the basis for the training of any athlete, regardless of the discipline they choose" or "Athletics is a sport that values personal improvement and team spirit". Students should discuss these statements in their groups, expressing their opinions and arguing for or against them. The teacher should moderate the debate, ensuring that everyone has the opportunity to speak and that the discussions are respectful and productive.

3. Simulation Activity (5 - 6 minutes): To conclude the Development stage, the teacher should propose a simulation activity. Students must imagine that they are Athletics athletes and are preparing for a competition. The teacher should describe training and competition scenarios, and the students should discuss in their groups how they would act in each situation. For example, the teacher may say: "You are participating in a 100-meter race. The athlete next to you is running very fast. Should you speed up to try to catch up to them or should you maintain your current pace?" The objective of this activity is to have students reflect on the strategies that Athletics athletes use during competitions and how practicing this sport contributes to the development of skills such as self-control, decision-making and the ability to overcome challenges.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should start the Feedback stage by promoting a group discussion. Each group will have up to 3 minutes to share their solutions or conclusions from the activities carried out during the lesson. The teacher should ensure that all groups have the opportunity to speak and that the discussions are respectful and productive. During the presentations, the teacher should intervene, questioning students about their choices, asking them to justify their answers and making connections with the theory presented. This discussion is important for students to realize the applicability of theoretical concepts in practice and for the teacher to make a formative assessment of learning.

2. Connection with Theory (2 - 3 minutes): After the group presentations, the teacher should summarize the discussions, highlighting the most relevant points and making the connection with the theory. For example, if during the discussion students conclude that practicing Athletics contributes to the development of self-control, the teacher can reinforce this idea by explaining that, in fact, practicing Athletics requires athletes to have the ability to control their speed, strength and technique during events.

3. Review of Content (2 - 3 minutes): Next, the teacher should review the content presented during the lesson, highlighting the most important points. This review can be done through direct questions to the students, to assess their level of understanding and to clarify possible doubts that may still exist. For example, the teacher may ask: "What are the Athletics disciplines? How do they differ?"

4. Final Reflection (1 - 2 minutes): To conclude the Feedback stage, the teacher should ask students to spend a minute reflecting on what they learned during the lesson. The teacher can ask guiding questions, such as: "What was the most important concept you learned today? What questions have not yet been answered?" Students can write down their reflections in a notebook or on a piece of paper, which will be delivered to the teacher at the end of the lesson. This reflection is important for students to consolidate their learning and for the teacher to better understand the learning needs of each student.

5. Clarification of Doubts (2 - 3 minutes): Finally, the teacher should open up a space to clarify any doubts that may still exist. Students may ask questions about the content presented or about the activities carried out. The teacher should answer the questions as clearly and didactically as possible, ensuring that all students understand the answers.

Conclusion (5 - 10 minutes)

1. Summary of Content (2 - 3 minutes): The teacher should start the Conclusion of the lesson by making a brief summary of the content presented. This may include a recap of the Athletics disciplines, the importance of Athletics as a sport and the skills that Athletics athletes develop during practice, especially in running. The teacher should reinforce the key concepts and clarify any doubts that may have arisen during the lesson.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should highlight how the lesson connected theory and practice. Mention can be made of how the sorting, debate and simulation activities allowed students to apply the theoretical concepts of Athletics in a practical and concrete way. The teacher can emphasize the importance of this connection for a deeper understanding of the content and for the development of skills such as critical thinking, teamwork and decision-making.

3. Complementary Materials (1 - 2 minutes): The teacher should suggest additional materials for students who wish to deepen their knowledge of Athletics. These materials may include books, documentaries, websites and apps related to the sport. For example, the teacher could recommend the book "Athletics - Techniques, Training and Events" by Wlamir Motta Campos, the documentary "Olympic Games - The Ancient Olympic Games" and the official website of the International Athletics Federation. It is important that the teacher provides materials that are accessible and appropriate to the students' level of understanding.

4. Importance of Athletics for Everyday Life (1 - 2 minutes): To conclude, the teacher should emphasize the importance of Athletics for everyday life. They can emphasize that, besides being a healthy sport, Athletics contributes to the development of motor, physical and mental skills that are useful in various life situations. For example, the ability to run fast can be useful for catching a bus, the ability to jump can be useful for overcoming obstacles, and the ability to throw can be useful in activities that require precision and strength. The teacher should encourage students to look at Athletics not only as a sport, but as a tool for personal and social development.

5. Closing (1 minute): Finally, the teacher should close the lesson by thanking the students for their participation and effort, reinforcing the importance of studying and practicing Athletics, and reminding them of the next steps. This may include a reminder for students to study the suggested materials, prepare for the next lesson and, if applicable, for the upcoming Athletics events or competitions.