Middle School Long Distance Race Session
Translated by
ScribdTranslationsMiddle School Long Distance Race Session
Translated by
ScribdTranslationsPHYSICAL EDUCATION LEARNING SESSION
I. GENERAL DATA
AREA LEVEL TEACHER GRADE AND SECTION SESSION NAME
CRUZ RUESTA WE CARRY OUT WITH HARMONY
EDUCATION MIDDLE SCHOOL 1° "A" and 1° "B"
Joseph Ismael LONG RACES.
PHYSICS
DATE DURATION DIRECTOR CYCLE TIME
EMILIO SECOND
SO1 PNP "CARLOS TEODORO PUELL"
12/06/2023 3 HOURS KEYS VI
MENDOZA
PURIZAGA
II. PROPÓSITO DE SESIÓN DE APRENDIZAJE
The students will demonstrate their skills and basic motor skills by executing the middle distance race.
(1,500 and 3,000 meters) strengthening their basic physical abilities for the benefit of their overall health.
III. LEARNING PURPOSE
COMPETENCIES/CAPABILITIES PERFORMANCES
2. ADOPT A HEALTHY LIFE [Link]. Explain about well-being (predisposition,
availability and motivation) that practice produces
2.1. Understand the relationships between the activity of long races in relation to health (physical,
physics, nutrition, posture and personal hygiene emotional, psychological, etc.) before, during, and after
and health. from practice.
2.2. Incorporates practices that improve its quality of [Link]. Incorporate personal hygiene practices and
life environmental by becoming aware of the changes (physical,
organical and psychological) that your body experiences
in long-distance running and in activities
3. INTERACT THROUGH YOUR SKILLS
of everyday life.
SOCIO-MOTOR
3.1. Relates using their social skills [Link]. Interacts with peers in various...
motors. assertively in the practice of environments
long races, avoiding all forms of discrimination.
APPROACH VALUE OBSERVABLE ATTITUDES
TRANSVERSAL
Rights Freedom and Willingness to voluntarily and responsibly choose one's own way of
responsibility act within a society
Orientation towards the good Empathy El docente promueve que sus estudiantes se pongan en la situación emocional
common of their peers and develop physical activities and learning about
sustained healthy habits that promote health
and family well-being.
IV. PREPARATION OF THE ACTIVITY
What do we need to do before planning the What resources or materials will be used in this activity?
activity?
We use the CNEBR Platos
Review the learning experience. Cones.
Prepare the materials and resources for the Sports platform
in-person work Whistle
Stopwatch
Images
THEMATIC FIELD
V. DIDACTIC SEQUENCE
PROCESSES MEDIA AND DIST. DEL
PEDAGOGICAL LEARNING STRATEGIES/ACTIVITIES MATERIALS TIME
COGNITIVE PROCESSES
The teacher welcomes the students, greeting them.
START in a harmonious and very respectful manner, and the title is presented
we carry out with harmony
LONG RACES. 30 minutes
The teacher collects responses from the students as part
from the prior knowledge through some images shown
to the students:
Brainstorming
In the images shown, what do you think they are doing? Images
the athletes in these sporting scenes? What tests of
athletics involves maintaining prolonged effort and
constant for a while? What is the physical capacity
essential for these types of long-duration tests?
Problematización o conflicto cognitivo:
Reflect on the importance of long careers
What benefits do you think are obtained by
participate in long-distance races? What are the challenges?
What do runners face in long-distance races?
How do you think they surpass them?
The body activation and warm-up is carried out.
DEVELOP Activity 1: Specific exercises
O
Sleeping low and high:
Impulses:
Russian: Cones
plates
Gluteal heel: Field 70s
sports
Activity 2: Middle-distance races
The teacher directs the students to the field or track
athletic and divides them into two groups: women and men.
The women group on one side and the men on the other.
another.
The teacher calls 6 students of the same sex,
following the order of a previously established list
so that they compete in the middle-distance race.
The rules of the race are explained to the students.
men will compete in an 800-meter race and the
women in a 600-meter race.
The teacher supervises the program and provides support to the
students.
At the end of the race, the time of each
student.
CLOSING Back to calm: breathing and relaxation exercises
We reflect on the learnings of the day:
Students are asked how it has served them.
this class?
What were the toughest challenges you faced?
during the activity and how did you overcome them?
How did you feel before, during, and after the races? Metacognition
Was there any difference in your emotions or state of
encouragement at every stage? Feedback 20'
Consider the benefits of participating in endurance tests
not only on a physical level, but also on a personal level and
emotional. How do you think these experiences could
influence your life beyond sports?
Students perform their personal hygiene and are ready for
your next activity.
VI. EVALUATION
CRITERIOS DE EVALUACIÓN- DESEMPEÑOS PRODUCTS - EVIDENCES OF INSTRUMENT
LEARNING
Explain about the well-being that it produces Practice and participate in races of
conducting long-distance races or of long distance, and recognizes the
middle distance and incorporates hygiene practices importance in improvement of
Rubric
personal for the benefit of your health and so our physical capabilities and
it is aware of the changes that
experiment with your body.
our health
VII. WE REFLECT ON LEARNING
WHAT DIFFICULTIES DID MY
What progress did my students make?
STUDENTS?
- -
WHAT LEARNINGS SHOULD I REINFORCE IN THE WHAT ACTIVITIES, STRATEGIES AND
NEXT SESSION? WHICH MATERIALS WORKED AND WHICH DID NOT?
- -
VIII. EVALUATION INSTRUMENT
Competition: Embrace a healthy life
Interacts through their socio-motor skills.
Criterion: Explain about the well-being that comes from participating in long-distance races or
medium distance and incorporates personal hygiene practices for the benefit of your health and thus
It is aware of the changes its body goes through.
Interact with your peers assertively in various environments in practice of
long races.
AT THE BEGINNING IN PROCESS EXPECTED ACHIEVEMENT ACHIEVEMENT
(C) (B) (A) OUTSTANDING (AD)
Does not understand the It has a Show a Show a
benefits that the basic understanding knowledge knowledge
long races of the benefits that suitable about the deep and detailed
distance or half of long races benefits that the of the benefits that
they can have a background long distance or half marathon long distance races
in their well-being. they can have background distance or medium distance or medium
in their well-being. they have in their background they can have background
well-being. in their well-being.
Does not show Apply some Demonstrate the Show a
consciousness does not apply hygiene practices appropriate application exemplary application and
hygiene practices personal, but not of internships of practice constant
adequate personnel consistent manner or personal hygiene personal hygiene
before, during and complete. before, during and before, during and
after the after the after the
careers. races. careers.
Shows attitudes or Show some Show a clear one Show a
behaviors that attempt to avoid the awareness and effort commitment
they contribute to the discrimination to avoid any constant in
discrimination during the races form of promote an environment
during the races long distance, discrimination inclusive and free from
long distance. but in a way during the races discrimination
irregular. long distance. during the races
long distance,
fostering the
equality and respect
among the colleagues.
IX. BIBLIOGRAPHY
Primary Education Curriculum Programming Ministry of Education.
National Curriculum of Basic Education.