Most junior and senior high school students dislike long-distance race in physical education classes, even though many adults enjoy running marathons or spectating at middle- or long-distance races at track and field meetings. The purpose of this study was to develop a new approach to teaching long-distance races in physical education classes, enabling students to enjoy learning tactics for long-distance races in track and field athletics. Tactics for long-distance races were first characterized by analyzing the pace of the women's world record 1,500 m race (3′50″07) and the winning race in the 2015 world championship (4′08″09), won by Genzebe Dibaba, the women's 1,500 m world record holder. This analysis showed that the tactics of a long distance race can be classified into two types: 1) to maintain a pace for improving upon one's record (“tactics for record”) and 2) to compete making use of a slow start, pace changing, and a final sprint to win without any thought of records (“tactics for winning”). Secondly, previous reports on physical education practices for long-distance races were collected and analyzed. This analysis suggested that most practices focused on learning “tactics for record,” which would inevitably exhaust learners, and that the positive learning outcomes of these classes might not make up for the negative experience of “exhaustion,” and thus most learners took an instinctive dislike to long-distance races in physical education classes. Thirdly, a new loop course was created, which included a number of “non-passing zones.” This race condition was designed in order for learners to enjoy learning the “tactics for winning.” A learning experiment, for which 20 university students volunteered, was then conducted to test the efficiency of the race condition created. Video analysis of racing by the subjects and a questionnaire investigation showed that most subjects enjoyed learning the “tactics for winning” and competing with other subjects under the race conditions created. From these results, it is concluded that physical education classes for long-distance races enable students to enjoy long-distance races by focusing on “tactics for winning” using the race conditions created.