Name: Class: Date:
LAB – RECORD-SETTING RACES
Problem:
How fast are you compared to world record holders for sprinting, backwards running,
speed walking, hopping on one foot, heel to toe walking and crab walking?
Data Table:
1. Running Forwards 2. Running Backwards 3. Speed Walking
Usain Ferdie Mikhail
Me Bolt Me Adoboe Me Shchennikov
(JAM) (GHA) (RUS)
Distance (m) 100.0 100.0 50.0 100.0 50.0 5,000.0
Time (s) 9.58 13.6 1087.3
Speed (m/s)
4. Hopping on One Leg 5. Heel to Toe Walking 6. Crab Walking
Rommell Jock Cameron
Me Griffith Me Busittil Me Jones
(BRB) (UK) (USA)
Distance (m) 20.0 100.0 20.0 10.0 20.0 20.0
Time (s) 15.6 11.7 7.84
Speed (m/s)
Graph: (Create an appropriate graph of your speed vs. the world record speed for each event)
10x12 Grid
Name: Class: Date:
LAB – RECORD-SETTING RACES (KEY)
Problem:
How fast are you compared to the world record holders for sprinting, speed walking,
backwards running, hopping and crab walking?
Data Table: (sample data)
1. Running Forwards 2. Running Backwards 3. Speed Walking
Ferdie Mikhail
Usain Bolt
Me Me Adoboe Me Shchennikov
(JAM)
(GHA) (RUS)
Distance (m) 100.0 100.0 50.0 100.0 50.0 5,000.0
Time (s) 13.6 9.58 15.0 13.6 14.7 1087.3
Speed (m/s) 7.4 10.4 3.3 7.9 3.4 4.6
4. Hopping on One Leg 5. Heel to Toe Walking 6. Crab Walking
Rommell Jock
Cameron
Me Griffith Me Busittil Me
Jones (USA)
(BRB) (UK)
Distance (m) 20.0 100.00 20.0 10.00 20.0 20.0
Time (s) 9.4 15.6 24.4 11.7 14.3 7.84
Speed (m/s) 2.1 6.4 0.8 0.9 1.4 2.6
Graph: (from sample data)
TEACHER’S GUIDE – RECORD-SETTING RACES
Description of Activity:
• Students explore how fast they can complete various races and calculate their speed in meters per
second based on data collected while performing six different events, as listed in the table below.
• Then, students compare their speed to the world record holder for each event by calculating their
speed based on sample data found on the lab worksheet.
• Students then graph their speed as well as the world record holder, to visually compare results.
Race Events
Running Forwards (100 m) Running Backwards (50 m) Speed Walking (50 m)
Hopping on One Leg (20 m) Heel to Toe Walking (20 m) Crab Walking (20 m)
Approximate Duration of Activity:
• With proper setup and preparation, this activity should take one 45-60-minute period.
• Alternatively, this activity can be divided up into 2 separate activities:
• Day 1 (30 – 40 minutes): set up, race events, and data collection (times)
• Day 2 (30 – 40 minutes): speed calculations, graphing, analysis, class discussion
Materials:
Materials
Track or 100-m running area Metric trundle wheel 8-10 cones
Stopwatches / timers Calculators Clipboards (suggested)
Prior to the Activity:
• Prior to the day of activity, instruct students to wear appropriate footwear and socks, as well as
clothes to run in, which will vary depending on the weather.
• It is recommended that the instructor prep the track/race area before starting, as described below.
• Firstly, the instructor should place 2 cones, one on each side of the track, at the 100-m finish line.
This will serve as the finish line for all race events and shows where the timers should stand near.
• Secondly, the instructor should place 2 cones at each of the following distances: (1) at the 100-m
start line, (2) at the 50-m mark, and (3) at the 20-m mark from the finish line.
• Refer to the diagram on the following page for a visual guide to setting up the track/race area.
Describing the Activity to Students:
• Prior to moving outside to the track or other race area, students pair up and collect the equipment
they need for this activity: 2 lab worksheets (1 per person), 1 clipboard, 1 stopwatch, 1 calculator
• Students are instructed that each will be performing 6 different race events, each with its own unique
way of moving and distance.
• While one partner is completing the first event, their lab partner should time them with the
stopwatch and record their time on their own sheet. Then the partners switch places. This process
is repeated until all events have been completed.
• Once all the data has been collected, students will then move back to the classroom, where they will
calculate their own speeds, as well as the speeds of the world record holder for each event, and
graph the results.
• OPTION 1: If time and weather permit, students can perform these calculations outside.
• OPTION 2: If time is short, students can complete their calculations and graphs for homework.
Visual Guide to Track/Race Area Setup:
Teacher Advice:
• It is recommended that students have a basic understanding of how to use measurements for
distance and time to calculate speed using the formula S=D/T
• In my experience, the most single most helpful thing to do is to carefully review the plan with
students prior to leaving the classroom. This includes describing the 6 different running events
(perhaps showing YouTube clips of the various events), where the start/finish lines will be located,
and how the partners should work together to collect data for each other.
• Instead of using separate stopwatches and calculators, it may be more convenient to have students
bring their smartphones outside instead, combining 2 devices into 1. This is at the discretion of the
teacher, but I have not had a problem with this in the past.
• I suggest that the instructor perform the races in the order listed in the diagram. Many students are
very excited to see who can run the 100-m race the fastest in their class, and it is better to get that
relatively challenging event over with first, then moving on to the relatively easier events.
• One clipboard per pair is suggested, because it keeps the 2 worksheets together as one and provides
students a hard surface to write on.
• Finally, the crab walking is hard on student hands! It may be helpful to create a second 20-m race
area in the grass or another softer surface than the track.