Lesson 3 - Running at Different Speeds
Foundation Running Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
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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
Distribute evenly around the playing area with 2-3 metres between each
Alternative: Coloured mats, chalked circles, carpet squares
Keep handy for teacher to hold up during traffic lights activity
Alternative: Coloured bean bags, laminated cards, coloured bibs
Key Vocabulary
Running as fast as possible for a short distance
Running at a steady, comfortable pace
The correct way to move your body when running
An empty area where you can move without hitting others
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
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