Lesson 4 - Running for Speed and Acceleration
Foundation Running Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
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How can we use our whole body to run as fast as possible?
Learning Objectives
- Apply correct running technique when accelerating and sprinting
- Understand when and why we need to run fast in games and sports
- Develop quick reactions and spatial awareness whilst running
Key Outcomes
- Students will demonstrate proper running form with pumping arms and ball-of-foot contact
- Students will show they can accelerate quickly from a ready position
- Students will explain why speed and quick reactions are important in games
Equipment & Resources Required
Keep easily accessible for teacher to hold up clearly
Alternative: Coloured bibs, laminated cards, or hand signals
Set at 5-metre intervals for racing tracks
Alternative: Bean bags, spots, or chalk marks on playground
Ensure clearly visible/audible for all students
Alternative: Phone timer or class counting together
Key Vocabulary
Getting faster and faster from a slow start
Running as fast as you possibly can
Body position that helps you start quickly - on toes, knees bent
Moving your arms back and forth to help you run faster
The part of your foot just behind your toes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running with awareness of space
- Understanding of stop and go commands
- Ability to follow simple game rules
Current Skills
- Proper running technique with arm action and footwork
- Quick acceleration from ready position
- Spatial awareness whilst running at speed
Next Steps
- Running for endurance and pacing
- Direction changes whilst maintaining speed
- Competitive running with lane discipline
Milestone Indicators
Key Teaching Points
- Ready position is key to quick acceleration - knees bent, weight on balls of feet
- Proper running technique must be maintained even at high speeds
- Arms pump straight back and forth, not across the body
- Land on balls of feet, not heels, for efficient running
- Quick reactions come from being prepared and focused
- Different sports require acceleration for different tactical reasons
- Competition can be fun while maintaining good technique and sportsmanship
Common Misconceptions
- Thinking running fast means technique doesn't matter - emphasise that good technique makes you faster
- Believing ready position is just standing still - show the active, spring-like nature
- Assuming bigger steps are faster - explain that quick, efficient steps are better
- Thinking arms don't matter for running speed - demonstrate the connection clearly
- Believing you can't improve your speed - show that technique practice leads to improvement
SEN Adaptations
ADHD
- Short activity bursts with clear instructions, regular movement breaks, specific praise for focus
dyspraxia
- Extra practice time for ready position, simplified instructions, emphasis on effort over perfect technique
autism spectrum
- Clear routine structure, predictable activity sequence, quiet space available if needed
visual impairment
- Use bright coloured cones, verbal descriptions of ready position, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for start commands, written instruction cards available
physical disability
- Adapted ready position from wheelchair or seated, modified timing challenges, focus on personal improvement
Cross-Curricular Links
English
Following instructions accurately, using descriptive vocabulary about movement and speed
Maths
Counting during timing activities, measuring distances with steps, comparing scores and improvements
Science
Understanding how muscles work during exercise, effect of exercise on heart rate and breathing
PSHE
Working cooperatively with partners, showing resilience when facing challenges, celebrating others' achievements
Teacher Guidance
Positioning
Central position during warm-up for visibility, circulate during partner activities to provide individual feedback
Observation Focus
Watch for ready position application, running technique consistency, and positive partner interaction
Intervention Points
Step in if students struggle with ready position concept, technique breaks down significantly, or competitive behaviour becomes inappropriate
Demonstration Notes
Use exaggerated movements to show ready position clearly, demonstrate contrast between casual and ready starts, show technique breakdown at speed
Verbal Cues
- •'Knees bent, on your toes!'
- •'Pump those arms!'
- •'Head up, eyes forward!'
- •'Spring forward from your ready position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for running and quick direction changes
Equipment Safety
Safety Checks
- •Cones placed securely and visible, no sharp edges
- •Clear spacing between activity areas
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions between students during high-speed activities
- •Falls due to sudden direction changes
- •Overexertion in competitive activities
Risk Mitigation
- •Clear boundaries and lane discipline established
- •Adequate spacing enforced throughout activities
- •Progressive build-up from walking to sprinting
- •Regular check-ins on student fatigue levels
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during sprint activities
- •Move around to check individual technique and safety
- •Monitor competitive activities for appropriate behaviour
Emergency Procedures
Stop activity immediately on safety concern, assess situation, provide appropriate first aid if needed