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Lesson 3 - Running at Different Speeds

Confident Movers Mastery

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

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

Cones

Distributed around teaching area for various activities

Alternative: Bean bags, markers, chalk lines

Key Vocabulary

Sprint

Running as fast as possible for a short distance

Jog

Running at a comfortable, steady pace

Balls of feet

The front part of your foot, behind your toes

Stride length

The distance covered with each step when running

Coordination

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

Maintains balance when changing speeds

Uses appropriate arm action for different speeds

Demonstrates controlled stopping

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