Lesson 6 - Starting Positions and Speed
Movement Exploration Skills
•Year 1
•Athletics
•Start Planning Better PE Lessons
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How can changing our starting position help us run faster and more efficiently?
Learning Objectives
- To explore and practise a variety of alternative start positions for running
- To choose the quickest position for starting a run
- To work cooperatively with others to judge different running speeds
Key Outcomes
- Students will demonstrate at least 3 different starting positions
- Students will identify their preferred starting position for speed
- Students will work effectively in pairs during relay activities
Equipment & Resources Required
One for each 'cook' in the starter activity
Alternative: Small soft toys, juggling scarves
Arranged in designated areas for pair work
Alternative: Carpet squares, marked floor spaces
Mark track boundaries and turning points
Alternative: Bean bags, marker spots
For identifying relay teams
Alternative: Written on whiteboard, verbal labels
Key Vocabulary
The way we position our body before we begin to run
When team members take turns to complete parts of a race
The path or route that runners follow during a race
Touching your partner's hand to signal it's their turn to run
A complete lap around the track returning to the starting point
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can run in a straight line
- Understands basic concepts of fast and slow
- Can follow simple instructions
Current Skills
- Exploring different starting positions
- Making choices about effective techniques
- Working cooperatively in relay format
Next Steps
- Refining starting positions for different distances
- Applying starting positions in competitive situations
- Understanding acceleration and pacing
Milestone Indicators
Key Teaching Points
- Starting positions should feel comfortable and allow quick transition to running
- Different positions work better for different students - encourage personal choice
- Relay teamwork requires patience, encouragement, and clear communication
- Safety in transitions is more important than speed when learning
- Apply learned positions to different running contexts throughout the year
- Connect starting positions to real athletics and sports situations
- Build confidence through positive feedback and celebration of effort
Common Misconceptions
- Thinking all students should use the same starting position - emphasise individual differences and preferences
- Believing faster positions are always better - discuss appropriate positions for different situations
- Assuming relay running is just about speed - highlight importance of teamwork and cooperation
- Thinking lying positions are too difficult for Year 1 - show how they can be adapted and simplified
- Believing competition means winning at all costs - emphasise personal improvement and team spirit
SEN Adaptations
ADHD
- Built-in movement breaks, clear boundaries and expectations, regular position changes to maintain focus
dyspraxia
- Extra practice time for position transitions, simplified relay sequences, additional verbal and physical prompts
autism spectrum
- Clear visual schedule of activities, consistent routines for relay format, quiet area available if needed
visual impairment
- Use bright coloured equipment, clear verbal descriptions of starting positions, buddy system for track navigation
hearing impairment
- Visual demonstrations of all positions, hand signals for relay starts, written instruction cards available
physical disability
- Modified starting positions appropriate to mobility, seated alternatives for some positions, adapted relay distances
Cross-Curricular Links
English
Following sequential instructions, using descriptive language for movement, train vocabulary and storytelling
Maths
Counting relay team members, timing activities, comparing speeds using faster/slower language
Science
Understanding how body position affects movement, exploring forces and motion through starting positions
Geography
Understanding directions and routes, mapping track layouts, discussing Scottish culture through haggis game
Teacher Guidance
Positioning
Central position with clear view of all activities, move around to provide individual feedback during practice
Observation Focus
Watch for correct starting position technique, safe transitions, and effective teamwork during relays
Intervention Points
Step in if students struggling with position transitions, unsafe relay tagging, or team cooperation issues
Demonstration Notes
Always model starting positions clearly, show transitions slowly first then at speed, emphasise safety in all movements
Verbal Cues
- •'Quick spring up like a jack-in-the-box!'
- •'Gentle tagging - hand to hand like passing a butterfly'
- •'Back to your home mat - follow the track!'
- •'Strong start, smooth running'
Safety Considerations
Space & Surface Requirements
Space Requirements
School hall or large outdoor area, minimum 15m x 20m with clear boundaries
Surface Check
Non-slip surface free from hazards, check for any wet areas or obstacles
Equipment Safety
Safety Checks
- •Bean bags checked for secure stitching
- •Gymnastics mats clean and properly positioned
- •Cones stable and not cracked
- •Equipment stored safely during activities
Risk Management
Key Risks
- •Collisions between students during relay activities
- •Trips and falls during starting position transitions
- •Overexertion during running activities
- •Unsafe tagging during relay handovers
Risk Mitigation
- •Clear track boundaries marked and enforced
- •Adequate spacing between relay teams
- •Demonstration of safe starting position transitions
- •Emphasis on gentle tagging technique
- •Regular rest periods built into activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Monitor students attempting lying starting positions
- •Watch for fatigue during relay activities
- •Ensure safe equipment usage throughout
Emergency Procedures
Stop signal established, first aid kit accessible, clear path to exit, know location of nearest phone