Lesson 2 - Running Technique and Space Awareness
Foundation Running Skills and Body Awareness
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we run safely while avoiding defenders and finding space?
Learning Objectives
- Develop running technique with proper form and body positioning
- Apply spatial awareness to avoid obstacles and defenders in games
- Understand the tactical importance of finding space in competitive situations
Key Outcomes
- Students will demonstrate correct running technique with arms pumping and staying on balls of feet
- Students will successfully navigate space while avoiding defenders
- Students will explain why proper running technique helps in games
Equipment & Resources Required
Spread evenly throughout playing area as 'sticky glue' spots
Alternative: Mats, chalked circles, or bean bags
For identifying mud monsters in final game
Alternative: Coloured bands or wristbands
For clear start/stop signals
Alternative: Voice commands or tambourine
Key Vocabulary
The proper way to run with good form including arm movement and foot placement
Understanding where to move to avoid collisions and find safe areas
Players or obstacles that we need to avoid or get past
Moving cleverly to avoid being caught or tagged
Moving arms back and forth rhythmically while running
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and jogging movements
- Following simple instructions in PE
- Understanding personal space concepts
Current Skills
- Correct running technique development
- Spatial awareness while moving
- Quick decision making in games
Next Steps
- Running with directional changes at speed
- Advanced evasion techniques in games
- Running technique in different sports contexts
Milestone Indicators
Key Teaching Points
- Running technique has three main elements: pumping arms, balls of feet, and head up
- Space awareness prevents collisions and helps avoid defenders in games
- Good technique becomes more important under pressure, not less important
- Teamwork in PE includes helping others and celebrating everyone's efforts
- Games are more fun when everyone plays safely and follows the rules
Common Misconceptions
- Misconception: 'Running fast means running on flat feet' - Correct: Light, quiet steps on balls of feet are faster and safer
- Misconception: 'Arms don't matter when running' - Correct: Arms provide balance and rhythm for efficient running
- Misconception: 'Looking down helps you run faster' - Correct: Head up allows better space awareness and safety
- Misconception: 'Only avoiding defenders matters' - Correct: Maintaining technique while evading is the real skill
- Misconception: 'Tagged students should try to break free' - Correct: Frozen students wait for teammate rescue to learn cooperation
SEN Adaptations
ADHD
- Use frequent activity changes, provide clear boundaries and rules, offer movement breaks when needed, celebrate effort over outcome
dyspraxia
- Allow extra practice time for technique development, break down movements into smaller steps, provide visual cues for body positioning
autism spectrum
- Provide clear visual schedule of lesson activities, maintain predictable routine structure, offer quiet space if sensory breaks needed
visual impairment
- Use brightly coloured markers and bibs, provide verbal descriptions of space layout, assign sighted partner for navigation support
hearing impairment
- Use clear visual signals for game changes, ensure student can see teacher for instructions, use gesture-based commands alongside verbal
physical disability
- Adapt running to walking or wheelchair movement, modify tagging rules to gentle touching, ensure inclusive participation in all activities
Cross-Curricular Links
Maths
Counting mud monster catches, measuring distances to markers, understanding 'nearest' as a mathematical concept
Science
Heart rate changes during exercise, understanding how muscles work during running, discussing balance and coordination
Geography
Directional language (towards, away from, nearest), mapping movement patterns around space
PSHE
Teamwork through rescue activities, managing emotions during competitive games, showing respect for others' abilities
Teacher Guidance
Positioning
Move around the perimeter of the space to observe all students, position centrally during demonstrations
Observation Focus
Running technique maintenance under pressure, spatial awareness development, safe play in games
Intervention Points
Step in if tagging becomes too rough, provide technique reminders during games, offer encouragement to less confident students
Demonstration Notes
Use exaggerated movements for technique points, highlight good examples from students during activities, demonstrate at child height for better visibility
Verbal Cues
- •'Arms pumping like train pistons!'
- •'Light feet, quiet running!'
- •'Eyes up, look for spaces!'
- •'Gentle tags, we're friends!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, preferably in sports hall or large classroom
Surface Check
Non-slip, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Floor markers must be flat and non-slip
- •Check bibs have no loose or damaged parts
- •Whistle used appropriately to avoid hearing damage
Risk Management
Key Risks
- •Collisions between students when running
- •Slips and falls during direction changes
- •Over-exertion in energetic games
- •Rough play during tagging activities
Risk Mitigation
- •Clear boundaries established and reinforced
- •Emphasis on controlled movements and gentle tagging
- •Regular breathing checks during intense activities
- •Progressive build-up from simple to complex activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around space to monitor different areas during games
- •Watch for signs of fatigue or over-exertion
- •Intervene immediately if play becomes too rough
Emergency Procedures
Stop activity immediately on safety concern, assess situation, provide appropriate first aid support if needed, have contact details for school nurse/first aider