🏃

Lesson 2 - Running at Different Speeds

Athletic Foundations & Play

•

Year 1

•

Athletics

•

45 min

Big Question

How can we use our whole body to run at different speeds like athletes do?

Learning Objectives

To develop the ability to run at different speeds with control
To show explosive power when starting a run from stationary
To work effectively as part of a team in relay activities

Key Outcomes

Students will demonstrate running at three different speeds with appropriate arm action
Students will show quick reaction time when starting runs
Students will complete team relay activities showing good sportsmanship

Equipment & Resources Required

Coloured Cones

30-40 (6 different colours)

Set up speed zones and track boundaries

Alternative: Coloured bean bags, laminated colour cards

Chalk

4 rolls

Mark out running tracks and team areas

Alternative: Rope, playground markings

Stopwatch

For timing activities and transitions

Alternative: Mobile phone timer, class timer

Key Vocabulary

Sprint

Running as fast as you can for a short distance

Hips to lips

Arm movement where hands move from hips up to lip level

Power start

Using all your strength to begin running quickly

Relay

A team race where each person takes a turn

Pace

The speed at which you move or run

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running skills from Reception
Understanding of fast and slow movements
Ability to follow simple instructions

Current Skills

Running at different controlled speeds
Powerful starts from stationary position
Team relay participation and cooperation

Next Steps

Running with directional changes
Jumping for distance and height
Throwing for accuracy and distance

Milestone Indicators

Consistent speed changes on command

Explosive starts showing leg drive

Smooth handover technique in relays

Key Teaching Points

Speed changes must be clearly demonstrated with obvious differences
Arm technique 'hips to lips' is fundamental to proper running form
Explosive starts require proper ready position with bent knees
Team cooperation is as important as individual running skill
Safety awareness and controlled stopping must be emphasised throughout
Recovery walking between runs teaches proper athletic behaviour
Positive encouragement builds confidence for all ability levels

Common Misconceptions

Thinking faster always means better - emphasise control and technique
Believing arms don't matter in running - demonstrate the power difference
Assuming competition means individual success only - highlight team achievement
Thinking you must run fast everywhere - teach appropriate speed for situation
Believing stopping suddenly is fine - emphasise gradual slowing for safety

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement breaks, specific roles in team activities

dyspraxia

Slower demonstration speed, extra practice time, simplified movement patterns initially, positive reinforcement for effort

autism spectrum

Clear visual schedule of activities, consistent routines, quiet recovery spaces available, predictable lesson structure

visual impairment

Use brightly coloured cones, verbal descriptions of track layout, buddy system for guidance, clear audio signals for starts

hearing impairment

Visual signals for starts, clear demonstrations, written instruction cards, use of gestures and pointing

physical disability

Wheelchair racing versions, modified distances, seated arm technique practice, alternative speed levels

Cross-Curricular Links

English

Following instructions, describing movements, using comparative language (faster/slower, quick/slow)

Maths

Counting relay team members, measuring track distances, timing activities, comparing speeds using greater than/less than

Science

Understanding how muscles work during exercise, heart rate changes, forces in running and stopping

PSHE

Teamwork and cooperation, showing resilience when activities are challenging, celebrating others' success

Teacher Guidance

Positioning

Central position with clear sight lines to all activity areas

Observation Focus

Speed control, arm technique, team cooperation, safety awareness

Intervention Points

Step in when students struggle with technique, unsafe behaviour, or team conflicts

Demonstration Notes

Always demonstrate from side view for arm technique, show explosive movements with control, model positive team behaviour throughout

Verbal Cues

•'Hips to lips with those arms!'
•'Show me your powerful start position!'
•'Remember your zone speeds!'
•'Champions walk back to recover!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear area for multiple running tracks

Surface Check

Dry, even surface free from obstacles and slip hazards

Equipment Safety

Safety Checks

•Cones stable and visible
•No sharp edges on equipment
•Clear boundaries established

Risk Management

Key Risks

•Collisions between runners
•Falls during explosive starts
•Overexertion in young students

Risk Mitigation

•Clear track boundaries with adequate spacing
•Controlled group sizes and supervision
•Progressive build-up of intensity
•Regular breathing and rest periods

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all tracks
•Monitor exertion levels throughout
•Watch for proper technique to prevent injury

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, contact school procedures if needed