Lesson 1 - Running Speeds & Distances
Movement Skills Exploration
•Year 1
•Athletics
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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
Distribute around teaching area perimeter for easy collection
Alternative: Bean bags, hoops, or markers
Ensure all students can see/hear timing signals
Alternative: Phone timer, visual timer
Key Vocabulary
The speed at which you run - faster for short distances, slower for long distances
The length of step you take when running
When your left leg goes forward, your right arm goes forward - like natural walking
Lifting your knees up towards your hips when running fast
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
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