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Lesson 1 - Pacing for Distance Running

Fitness Fundamentals & Fun

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Year 1

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Health Related Fitness

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45 min

Big Question

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

Cones

Distributed around teaching area perimeter and for marking distances

Alternative: Bean bags, markers, or painted spots

Hoops

Placed at opposite ends of teaching area for collecting games

Alternative: Rope circles, chalk circles, or marked areas

Stopwatch

For timing 4-minute run and activity segments

Alternative: Smartphone timer, wall clock with second hand

Key Vocabulary

Pacing

Running at a steady speed you can maintain for a long time

Endurance

The ability to keep going for a long time without getting too tired

Heart rate

How fast your heart beats to pump blood around your body

Gears

Different speeds of movement, like gears on a bicycle

Determination

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

Can maintain jogging motion for 2+ minutes continuously

Demonstrates understanding of 'gears' concept

Shows awareness of breathing and heart rate changes

Displays persistence during challenging activities

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