Lesson 2 - Running at Different Speeds
Athletic Foundations & Play
•Year 1
•Athletics
•Start Planning Better PE Lessons
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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
Set up speed zones and track boundaries
Alternative: Coloured bean bags, laminated colour cards
Mark out running tracks and team areas
Alternative: Rope, playground markings
For timing activities and transitions
Alternative: Mobile phone timer, class timer
Key Vocabulary
Running as fast as you can for a short distance
Arm movement where hands move from hips up to lip level
Using all your strength to begin running quickly
A team race where each person takes a turn
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
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