🎓

Lesson 1 - Exploring Running Techniques

Foundation Running Skills and Body Awareness

•

Year 1

•

Fundamental Movement Skills

•

45 min

Big Question

How can we use different parts of our body to run safely and efficiently?

Learning Objectives

Explore different ways of running using various body parts and techniques
Understand how to run efficiently and safely around others
Begin to recognise which running techniques feel most effective

Key Outcomes

Students will be able to demonstrate different running techniques
Students will show awareness of space and safety when moving
Students will begin to identify which running methods work best for them

Equipment & Resources Required

Cones

8-12

Place around perimeter to mark boundaries

Alternative: Bean bags, markers

Music Player

For tempo and start/stop signals

Alternative: Drum, voice commands

Key Vocabulary

Running

Moving quickly by taking steps with both feet leaving the ground

Space

Empty area around you where you can move safely

Pumping arms

Moving arms backwards and forwards to help with running

Balls of feet

The part of your foot between your toes and arch

Technique

The way we do something - our method

Skill Progression Pathway

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

Prior Learning

Basic walking and marching skills
Understanding of personal space
Following simple movement instructions

Current Skills

Exploring different running techniques
Understanding efficient running posture
Moving safely around others while running

Next Steps

Running in different directions with control
Running at varying speeds
Applying running skills in games

Milestone Indicators

Maintains personal space while running

Shows good head and arm position

Runs on balls of feet rather than heels

Key Teaching Points

Keep head up to see where you're going and maintain good posture
Pump arms back and forth to help with balance and speed
Run on balls of feet for quiet, efficient movement
Always look for empty spaces to keep everyone safe
Good running should feel smooth and comfortable, not forced
Practice makes perfect - technique improves with repetition
Everyone can improve their running with the right techniques

Common Misconceptions

Students think running faster is always better - emphasise technique over speed
Students believe looking down helps them run better - explain vision and posture connection
Students think arms don't matter for running - demonstrate balance and rhythm benefits
Students assume heel running is natural - show efficiency of forefoot running
Students think they can't improve their running - emphasise that technique can be learned

SEN Adaptations

ADHD

Use frequent activity changes, clear start/stop signals, provide movement breaks as needed

dyspraxia

Break down technique into smaller steps, allow extra practice time, provide physical guidance

autism spectrum

Provide clear structure and routine, use visual schedules, offer quiet space if overwhelmed

visual impairment

Use bright cones for boundaries, provide verbal descriptions of space, pair with sighted buddy

hearing impairment

Use visual start/stop signals, demonstrate all instructions, maintain eye contact

physical disability

Adapt running to fast walking or wheelchair movement, focus on achievable technique elements

Cross-Curricular Links

English

Following instructions, using descriptive language, speaking and listening during reflection

Maths

Counting steps, timing activities, spatial concepts of direction and distance

Science

Understanding how different body parts work together, forces and motion, healthy living

PSHE

Cooperation, taking turns, helping others, building confidence and resilience

Teacher Guidance

Positioning

Move around space perimeter for optimal observation of all students

Observation Focus

Watch for spatial awareness, technique development, and social cooperation

Intervention Points

Step in immediately for safety issues, guide technique with positive prompts

Demonstration Notes

Always demonstrate at student eye level, use clear exaggerated movements, involve students in demonstrations

Verbal Cues

•'Find your empty space!'
•'Show me those giraffe heads!'
•'Light cat feet on the ground!'
•'Pump those piston arms!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clear of obstacles

Surface Check

Dry, non-slip surface free from hazards

Equipment Safety

Safety Checks

•Cones placed securely around perimeter only
•Music player positioned safely away from movement area
•No loose equipment in activity space

Risk Management

Key Risks

•Collisions between students during running
•Slips and falls on smooth surfaces
•Overexertion during activity

Risk Mitigation

•Clear boundaries established with cones
•Emphasis on spatial awareness throughout
•Regular freeze/stop activities to develop control
•Appropriate pace maintained - no sprinting
•Partner work with safe spacing protocols

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines across whole space
•Monitor high-activity areas during free running
•Check individual students for fatigue or distress

Emergency Procedures

Clear stop signal established, first aid available, clear evacuation route maintained