Lesson 1 - Exploring Running Techniques
Foundation Running Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
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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
Place around perimeter to mark boundaries
Alternative: Bean bags, markers
For tempo and start/stop signals
Alternative: Drum, voice commands
Key Vocabulary
Moving quickly by taking steps with both feet leaving the ground
Empty area around you where you can move safely
Moving arms backwards and forwards to help with running
The part of your foot between your toes and arch
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
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