Lesson 5 - Core Strength and Agility Running
Adventurous Speed & Agility
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use our core muscles to help us run faster and change direction quickly?
Learning Objectives
- To perform with agility and strength a variety of runs
- To use strength to maintain body shapes (dish and arch)
- To develop core strength through static holds and dynamic movement
Key Outcomes
- Students will hold dish and arch positions with improved core control
- Students will complete agility runs with better starting positions
- Students will understand the connection between core strength and movement efficiency
Equipment & Resources Required
Scattered around activity area with space for jumping around each
Alternative: Chalk circles on ground, cones to mark circles
Spaced out for safe partner work, minimum 2m between mats
Alternative: Carpet squares, marked floor areas
Set up 4 different agility courses around activity area
Alternative: Markers, bean bags, chalk marks
Positioned for clear sound across whole area
Alternative: Tambourine, whistle for sound signals
Available for timing agility runs and shape holds
Alternative: Count timing 'one-elephant, two-elephant'
Key Vocabulary
A core strength position lying on back with shoulders and legs lifted, creating a curved shape like a dish
A core strength position lying on front with chest and legs lifted, creating an arch shape
The ability to move quickly and change direction whilst maintaining control
The strength in the muscles around your middle that help you move and balance
The body position you begin a movement from
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing skills
- Following simple movement instructions
- Working safely with equipment
Current Skills
- Core strength development through static holds
- Agility running with direction changes
- Transition from static position to dynamic movement
Next Steps
- Linking core shapes into rolling movements
- More complex agility patterns
- Competitive relay activities
Milestone Indicators
Key Teaching Points
- Core strength is the foundation for all movement - emphasise connection to daily activities
- Quality of position more important than duration - focus on correct technique first
- Breathing continues normally during core holds - never hold breath
- Explosive starts require strong static position first - patience before power
- Partner work develops coaching skills - teach students to help each other improve
- Individual challenge not competition - personal improvement is the goal
- Progressive difficulty - build from basic holds to explosive movements
Common Misconceptions
- Stronger means holding breath - teach that breathing continues during core work
- Dish position requires lower back off ground - emphasise back stays in contact with mat
- Faster is always better - teach that control and technique come before speed
- Core muscles are only stomach - explain back muscles are equally important
- Starting position doesn't matter - demonstrate how static strength creates explosive power
SEN Adaptations
ADHD
- Frequent position changes, clear boundaries for each activity, partner support for focus, immediate feedback and encouragement
dyspraxia
- Extra demonstration time, slower progression through skills, physical guidance for correct positions, simplified agility courses
autism spectrum
- Clear visual schedule of activities, quiet space available if overwhelmed, consistent routines and expectations
visual impairment
- Use verbal descriptions of all positions, tactile guidance for correct shapes, partner support for agility courses with clear verbal directions
hearing impairment
- Visual demonstrations essential, clear visual signals for start/stop, written instruction cards available
physical disability
- Adapted core positions seated in chair, modify agility courses for wheelchair/mobility aid access, alternative strength exercises
Cross-Curricular Links
English
Using descriptive vocabulary for body positions and movements, following and giving clear instructions
Maths
Counting seconds for timing holds, measuring distances in agility courses, comparing times between different starting positions
Science
Understanding how muscles work together, exploring force and movement, observing cause and effect in movement efficiency
PSHE
Perseverance through challenging physical tasks, supporting and encouraging partners, developing resilience
Teacher Guidance
Positioning
Move between agility stations during main activity, central position during core work for whole-class visibility
Observation Focus
Core muscle activation in dish/arch, explosive starts from static positions, cooperation during partner work
Intervention Points
Step in if students showing incorrect core technique, fatigue affecting safety, or partnership issues
Demonstration Notes
Use clear, exaggerated positions for dish and arch, demonstrate both correct technique and common mistakes for comparison
Verbal Cues
- •'Strong core, soft breathing!'
- •'Explode up and run!'
- •'Help your partner improve!'
- •'Quality before speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space for agility courses, plus mat areas for floor work
Surface Check
Non-slip surface essential for agility work, mats secure for floor exercises
Equipment Safety
Safety Checks
- •Check cones have no sharp edges or cracks
- •Ensure mats are clean, flat and non-slip
- •Test hoops for damage or rough edges
- •Verify adequate spacing between all equipment
Risk Management
Key Risks
- •Collisions during agility runs
- •Overexertion during core holds
- •Falls during explosive starts
- •Lower back strain in dish position
Risk Mitigation
- •Clear lanes established for each agility course
- •Adequate rest periods built into rotation system
- •Progressive build-up from gentle to explosive movements
- •Constant monitoring of core position technique
Supervision & Emergency Procedures
Supervision Points
- •Position at corner for visibility of all agility stations
- •Monitor core work closely for correct technique
- •Watch for fatigue affecting safety and technique
Emergency Procedures
Clear stop signal established, first aid kit accessible, emergency contact available