Lesson 3 - Running at Different Speeds
Confident Movers Mastery
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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- Assessment guidance & success criteria
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How does our body change when we run at different speeds?
Learning Objectives
- To explore how the body moves differently when running at different speeds
- To develop awareness of body changes during different running intensities
- To improve control and balance when stopping from different speeds
Key Outcomes
- Students will demonstrate running at different speeds with appropriate technique
- Students will understand the physical changes that occur when running faster
- Students will show improved stopping control and balance
Equipment & Resources Required
Distributed around teaching area for various activities
Alternative: Bean bags, markers, chalk lines
Key Vocabulary
Running as fast as possible for a short distance
Running at a comfortable, steady pace
The front part of your foot, behind your toes
The distance covered with each step when running
Moving different parts of your body together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running movements
- Following simple instructions
- Understanding of personal space
Current Skills
- Running at different speeds with control
- Quick stopping with balance
- Understanding body changes during exercise
Next Steps
- Directional running and changing direction
- Running with equipment
- Competitive running activities
Milestone Indicators
Key Teaching Points
- Run on the balls of your feet for speed and control
- Use bent arms with pocket-to-mouth movement for sprinting
- Take bigger steps when sprinting but maintain balance
- Keep your head up to see where you're going and avoid collisions
- Feel the difference between jogging and sprinting effort levels
Common Misconceptions
- Students think running harder always means running faster - emphasise technique over just effort
- Believing that arms don't matter for running speed - demonstrate clear arm action benefits
- Thinking that landing on heels is more stable - show how balls of feet provide better control and speed
SEN Adaptations
ADHD
- Short activity bursts, frequent position changes, clear boundaries and expectations
dyspraxia
- Simplified movement patterns, extra practice time, larger target areas for cone selection
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet spaces available for breaks
visual impairment
- Use brightly coloured cones, provide audio cues for directions, buddy system for route navigation
hearing impairment
- Use visual signals for speed changes, clear demonstrations, written instruction cards
physical disability
- Modify to wheelchair racing, seated arm movements, adjusted distances and pace
Cross-Curricular Links
Maths
Counting during timing activities, comparing numbers, understanding more/less concepts with speed differences
Science
Heart rate and breathing changes during exercise, understanding body systems, cause and effect relationships
Geography
Understanding direction (forwards, backwards), spatial awareness, route planning
PSHE
Cooperation and teamwork, making healthy choices, perseverance when learning new skills
Teacher Guidance
Positioning
Central position with clear sight lines to all students, mobile to provide individual support
Observation Focus
Watch for technique application, effort levels, cooperation, and safety awareness
Intervention Points
Step in for technique correction, safety concerns, or when students need encouragement
Demonstration Notes
Use clear, exaggerated movements to show technique differences. Demonstrate both incorrect and correct methods for comparison.
Verbal Cues
- •'Balls of feet for speed!'
- •'Arms from pocket to mouth!'
- •'Head up to see where you're going!'
- •'Big steps, high knees!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 20m clear space, suitable for running activities
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones checked for damage or sharp edges
- •Adequate quantity to avoid sharing conflicts
- •Properly distributed to prevent overcrowding
Risk Management
Key Risks
- •Collisions between students during running
- •Falls due to poor stopping technique
- •Overexertion during sprint activities
Risk Mitigation
- •Clear boundaries and traffic patterns established
- •Emphasis on head up and awareness during movement
- •Progressive build-up from walking to sprinting
- •Regular rest periods and technique focus
- •Clear instructions for safe stopping
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor spacing during activities
- •Watch for signs of overexertion
- •Ensure proper technique to prevent injury
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid if needed