🎓

Lesson 3 - Running at Different Speeds

Foundation Running Skills and Body Awareness

•

Year 1

•

Fundamental Movement Skills

•

45 min

Big Question

How can we change our running speed to stay safe and be successful in games?

Learning Objectives

To explore running at different speeds whilst maintaining good technique
To understand when to speed up or slow down during movement activities
To develop spatial awareness whilst running in shared spaces

Key Outcomes

Students will demonstrate running at different speeds with improved technique
Students will show understanding of when to adjust their speed in game situations
Students will move safely around shared spaces avoiding collisions

Equipment & Resources Required

Sun Markers

8-10 cones

Distribute evenly around the playing area with 2-3 metres between each

Alternative: Coloured mats, chalked circles, carpet squares

Coloured Cones

4 (green, yellow, red, blue)

Keep handy for teacher to hold up during traffic lights activity

Alternative: Coloured bean bags, laminated cards, coloured bibs

Key Vocabulary

Sprint

Running as fast as possible for a short distance

Jog

Running at a steady, comfortable pace

Technique

The correct way to move your body when running

Space

An empty area where you can move without hitting others

Speed

How fast or slow you move

Skill Progression Pathway

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

Prior Learning

Basic walking and jogging in a straight line
Understanding of personal space
Following simple movement commands

Current Skills

Running at different speeds
Maintaining running technique under pressure
Making quick decisions about speed changes

Next Steps

Running whilst changing direction
Running with equipment
Using running skills in team games

Milestone Indicators

Consistent arm action during running

Head up and eyes forward whilst running

Appropriate speed selection for different situations

Key Teaching Points

Always emphasise technique before speed - good form is more important than going fast
Use animal analogies to help students remember different speeds (tortoise walk, dog jog, cheetah sprint)
Praise effort and improvement rather than just fastest students
Connect speed choices to real playground games students know
Model excellent sportsmanship and fair play throughout all activities
Ensure adequate rest between high-intensity activities to prevent fatigue
Use questioning to develop tactical understanding rather than just physical skills

Common Misconceptions

Faster is always better - explain that different speeds are needed for different situations
Running technique doesn't matter if you're fast - emphasise that good technique helps prevent injury and improves performance
Only fast students can be good at PE - celebrate all types of improvement and different strengths
Games are just about winning - focus on skill development, teamwork, and personal improvement
You have to be loud to be a good leader - show that encouragement and helping others are leadership qualities

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, extra movement breaks, clear boundaries and expectations, positive reinforcement system

dyspraxia

Slower progression through speeds, extra practice time for coordination, simplified instructions, peer support partnerships

autism spectrum

Clear, predictable routine structure, visual schedule of activities, quiet space available if overstimulated, consistent language and signals

visual impairment

Use bright coloured markers and cones, provide clear verbal descriptions of layout, buddy system for navigation, tactile markers if needed

hearing impairment

Use clear visual signals alongside verbal cues, demonstrate all instructions, simple hand signals for speed changes

physical disability

Adapt running to wheelchair users with different speeds, modified markers at appropriate heights, alternative movement patterns

Cross-Curricular Links

English

Following instructions, using descriptive vocabulary for different speeds, explaining tactics and strategies

Maths

Counting different speeds, timing activities, measuring distances between markers, understanding concepts of fast/slow

Science

Understanding how our bodies move, heart rate changes during exercise, forces needed for different speeds

PSHE

Cooperation during team games, building confidence through skill development, managing emotions in competitive situations

Teacher Guidance

Positioning

Central position during instruction, mobile during activities to observe all students and provide feedback

Observation Focus

Monitor running technique, spatial awareness, effort level, and social interaction throughout activities

Intervention Points

Step in if students struggling with technique, showing signs of fatigue, or need support with tactical understanding

Demonstration Notes

Use clear, exaggerated movements when demonstrating technique. Show both correct and incorrect examples for comparison. Involve confident students in demonstrations.

Verbal Cues

•'Head up, eyes forward!'
•'Pump those arms!'
•'Light feet, quick steps!'
•'Find your space!'
•'Smooth speed changes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area with additional 2m boundary zone

Surface Check

Dry, level surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check floor markers are secure and non-slip
•Ensure cones are stable and have rounded edges
•Verify boundary markers are visible and safe

Risk Management

Key Risks

•Collisions between students during high-speed activities
•Slips and falls when changing direction quickly
•Overexertion during sprinting activities
•Tripping over or slipping on floor markers

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing emphasised during all activities
•Progressive build-up from walking to sprinting speeds
•Regular reminders about spatial awareness and consideration for others
•Built-in rest periods and monitoring for fatigue

Supervision & Emergency Procedures

Supervision Points

•Position centrally for maximum visibility during activities
•Actively move around space during games to monitor all students
•Pay particular attention to students during sprint activities

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students are safely occupied