Lesson 1 - Pacing for Distance Running
Fitness Fundamentals & Fun
•Year 1
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we keep our bodies moving for longer without getting too tired?
Learning Objectives
- To understand how to run for longer periods of time without stopping
- To recognise physical changes in the body during sustained activity
- To demonstrate appropriate pacing strategies for endurance running
Key Outcomes
- Students will be able to describe how their body feels during extended running
- Students will choose appropriate running speeds for sustained activity
- Students will demonstrate determination and perseverance during endurance challenges
Equipment & Resources Required
Distributed around teaching area perimeter and for marking distances
Alternative: Bean bags, markers, or painted spots
Placed at opposite ends of teaching area for collecting games
Alternative: Rope circles, chalk circles, or marked areas
For timing 4-minute run and activity segments
Alternative: Smartphone timer, wall clock with second hand
Key Vocabulary
Running at a steady speed you can maintain for a long time
The ability to keep going for a long time without getting too tired
How fast your heart beats to pump blood around your body
Different speeds of movement, like gears on a bicycle
Not giving up even when something feels difficult
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor skills (walking, running, jumping)
- Understanding of personal space and boundaries
- Following simple movement instructions
Current Skills
- Sustained running at appropriate pace
- Recognition of physical exertion signs
- Gear-based speed control
- Cooperative running activities
Next Steps
- Extended endurance challenges
- Heart rate monitoring concepts
- Running technique refinement
- Team-based fitness challenges
Milestone Indicators
Key Teaching Points
- Steady pacing is more effective than starting too fast for endurance activities
- Body awareness helps inform appropriate pace choices during sustained exercise
- Determination and mental resilience are as important as physical capability
- Different speeds (gears) serve different purposes in running activities
- Team support and encouragement enhance individual performance and enjoyment
- Personal achievement and effort should be celebrated regardless of comparison to others
- Physical sensations (heart rate, breathing) provide feedback about exercise intensity
Common Misconceptions
- Faster is always better - correct by emphasising sustainability over speed
- Stopping when tired is giving up - explain difference between rest and quitting
- Everyone should run at the same pace - highlight individual differences and appropriate challenge
- Heart beating fast means something is wrong - teach this is normal response to exercise
- Only completion of full challenge counts as success - recognise effort and improvement
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular movement breaks, positive reinforcement for sustained attention
dyspraxia
- Simplified gear instructions, extra practice time, partner support, focus on personal improvement rather than comparison
autism spectrum
- Clear visual schedule of activities, consistent routine structure, quiet spaces available, predictable timing and transitions
visual impairment
- Use bright coloured cones, verbal descriptions of area layout, buddy system for running activities, tactile markers for boundaries
hearing impairment
- Visual demonstrations of all gear changes, hand signals for pace changes, written instruction cards, ensure visual contact during instructions
physical disability
- Wheelchair racing variations, upper body gear exercises, modified distances, alternative endurance challenges using available movement
Cross-Curricular Links
English
Vocabulary development (pacing, endurance, determination), following complex instructions, explaining strategies and feelings
Maths
Timing activities, counting collections, measuring distances for shuttles, comparing performance data
Science
Heart rate and breathing changes during exercise, understanding body systems, effects of physical activity on the body
PSHE
Determination and resilience, supporting teammates, celebrating achievement, managing challenges and setbacks
Teacher Guidance
Positioning
Position at corner of area for maximum visibility during running activities, move around perimeter during 4-minute challenge
Observation Focus
Monitor pacing choices, signs of overexertion, technique development, and team cooperation
Intervention Points
Step in if students showing poor pacing leading to exhaustion, ensure fair play during collection games, provide additional encouragement during endurance challenge
Demonstration Notes
Model appropriate pacing by jogging alongside students, demonstrate gear changes with exaggerated movements for clarity, show determination through body language and verbal encouragement
Verbal Cues
- •'Steady pace that you can maintain!'
- •'Listen to your body!'
- •'Show determination - keep going!'
- •'Excellent pacing choice!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area, preferably with marked boundaries for perimeter running
Surface Check
Dry, even surface free from hazards, suitable for sustained running activities
Equipment Safety
Safety Checks
- •Cones placed securely and visible to avoid tripping
- •Hoops checked for cracks or sharp edges
- •Adequate spacing between equipment and students
Risk Management
Key Risks
- •Overexertion during sustained running activities
- •Collisions during collection and shuttle activities
- •Dehydration during extended physical activity
- •Falls during direction changes or fatigue
Risk Mitigation
- •Emphasis on appropriate pacing throughout lesson
- •Clear boundaries and movement rules established
- •Regular monitoring of student fatigue levels
- •Water breaks available as needed
- •Modified activities for students showing distress
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during perimeter running
- •Monitor for signs of overexertion during sustained activities
- •Ensure fair play and safety during competitive elements
- •Be prepared to modify activities for individual needs
Emergency Procedures
Stop activity immediately if any student shows signs of distress, provide rest and water, seek medical attention if symptoms persist