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Lesson 4 - Running for Speed and Acceleration

Foundation Running Skills and Body Awareness

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

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

Dish Cones

3 (red, yellow, green)

Keep easily accessible for teacher to hold up clearly

Alternative: Coloured bibs, laminated cards, or hand signals

Cones

20-30

Set at 5-metre intervals for racing tracks

Alternative: Bean bags, spots, or chalk marks on playground

Stopwatch

Ensure clearly visible/audible for all students

Alternative: Phone timer or class counting together

Key Vocabulary

Acceleration

Getting faster and faster from a slow start

Sprint

Running as fast as you possibly can

Ready position

Body position that helps you start quickly - on toes, knees bent

Pumping arms

Moving your arms back and forth to help you run faster

Balls of feet

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

Consistent heel-to-toe action when running

Natural arm swing coordinated with leg movement

Quick response to start signals

Maintains technique when accelerating

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