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Lesson 1 - Running Speeds & Distances

Movement Skills Exploration

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Year 1

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Athletics

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45 min

Big Question

How do athletes change their body movements to run at different speeds?

Learning Objectives

To learn to move at different speeds for varying distances
To understand the relationship between speed and distance in running
To develop running technique using opposite arm to leg coordination

Key Outcomes

Students will demonstrate running with opposite leg forward to arm
Students will show bigger strides when running faster
Students will understand pacing for different distances

Equipment & Resources Required

Cones

30 (1 per student)

Distribute around teaching area perimeter for easy collection

Alternative: Bean bags, hoops, or markers

Stopwatch

Ensure all students can see/hear timing signals

Alternative: Phone timer, visual timer

Key Vocabulary

Pace

The speed at which you run - faster for short distances, slower for long distances

Stride

The length of step you take when running

Opposite arm to leg

When your left leg goes forward, your right arm goes forward - like natural walking

High knees

Lifting your knees up towards your hips when running fast

Heel flicks

Kicking your feet back to touch your bottom behind you

Skill Progression Pathway

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

Prior Learning

Basic walking and jogging movements
Understanding of personal space
Following simple movement instructions

Current Skills

Running with opposite arm-leg coordination
Varying speed and stride length
Pacing for different distances

Next Steps

Sprint starting techniques
Relay running and baton passing
Jumping and throwing athletics skills

Milestone Indicators

Natural opposite arm-leg coordination

Smooth transition between speeds

Understanding of effort and pacing

Key Teaching Points

Running uses opposite arm to leg coordination for balance and efficiency
Different speeds require different stride lengths and arm movements
Pacing is crucial - save energy for longer distances
High knees and quick steps help increase running speed
Perseverance builds both physical and mental strength
Practice and effort lead to improvement in running technique
Working with partners helps us learn and achieve more

Common Misconceptions

Misconception: 'Faster is always better' - Address: Explain how pacing helps us run further and prevents exhaustion
Misconception: 'Same arm and leg move together like marching' - Address: Demonstrate natural walking first, then apply to running
Misconception: 'I can't run fast because I'm not good at sport' - Address: Emphasise personal improvement and effort over comparison
Misconception: 'Running hard means running with tension' - Address: Show relaxed, efficient movement vs. tight, forced movement
Misconception: 'Short people can't run fast' - Address: Focus on technique and personal best rather than absolute speed

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular positive feedback, movement breaks between instructions

dyspraxia

Simplified arm movements initially, extra practice time, visual cues for coordination, partner support for counting

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available, consistent verbal cues and demonstrations

visual impairment

Use bright coloured cones, verbal cues for all activities, buddy system for spatial awareness, tactile markers for start/end lines

hearing impairment

Visual demonstrations of all movements, hand signals for gear changes, written instruction cards, visual timer displays

physical disability

Adapt running to wheelchair racing, modify distances, allow walking throughout, seated alternatives for on-spot activities

Cross-Curricular Links

English

Following instructions, using descriptive vocabulary (fast, slow, gear), explaining reasoning

Maths

Counting laps and jumps, measuring distances, timing activities, comparing numbers of lengths completed

Science

Understanding how the body works during exercise, heart rate changes, muscle use in different activities

PSHE

Perseverance, working in partnerships, encouraging others, personal goal setting and achievement

Teacher Guidance

Positioning

Position centrally during demonstrations, move around perimeter during activities to observe all students

Observation Focus

Watch for correct arm-leg coordination, appropriate speed changes, signs of fatigue or distress

Intervention Points

Step in if students struggling with coordination, provide encouragement during endurance challenges, ensure fair partnerships

Demonstration Notes

Demonstrate all movements slowly first, then at full speed. Exaggerate arm-leg coordination for clarity. Model perseverance and positive attitude.

Verbal Cues

•'Opposite arm to leg!'
•'Big steps for fast running!'
•'Keep going, you can do it!'
•'Remember to pace yourself!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear area, with additional space for 20m running lanes

Surface Check

Dry, even surface free from loose stones, holes, or slippery areas

Equipment Safety

Safety Checks

•Cones checked for cracks or sharp edges
•Adequate number of cones to avoid sharing disputes
•Clear boundaries marked to prevent collisions

Risk Management

Key Risks

•Collisions during running activities
•Overexertion during endurance challenges
•Trips and falls on uneven surfaces

Risk Mitigation

•Clear spatial boundaries established before activity
•Emphasis on controlled movement at all speeds
•Adequate rest periods between intensive activities
•Progressive build-up of activity intensity

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all running lanes
•Monitor students during partner work for fair play
•Watch for signs of overexertion during endurance activities

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation routes maintained