Lesson 1 - Sprinting Technique Development
Movement Mastery Adventures
•Year 2
•Athletics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our whole body to become faster runners?
Learning Objectives
- To develop the fundamental sprinting action with correct arm and leg coordination
- To understand how body position and stride length affect running speed
- To demonstrate balance and control when changing from walking to sprinting
Key Outcomes
- Students will show improved sprinting technique with alternating arm and leg action
- Students will demonstrate bigger strides and higher knee lift when running fast
- Students will understand how different body movements affect their running speed
Equipment & Resources Required
Distributed around teaching area perimeter for easy access
Alternative: Bean bags, markers, or playground chalk circles
For timing 3-second sprints in Beat the Cone activity
Alternative: Smartphone timer or counting aloud
Key Vocabulary
Running as fast as you can for a short distance
One complete step from one foot to the other
Bringing your knees up high towards your chest when running
Moving different parts of your body together smoothly
The correct way to do a movement or skill
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can walk and jog with basic coordination
- Students understand concepts of fast and slow movement
- Students can follow simple movement instructions
Current Skills
- Coordinated arm and leg action in sprinting
- Understanding of stride length and knee lift
- Ability to change pace from walking to sprinting
Next Steps
- Sprint starting positions and reactions
- Running around bends and curves
- Jumping and landing techniques
Milestone Indicators
Key Teaching Points
- Arms bend at elbows and move from 'pocket to mouth' action
- Knees lift high towards chest for maximum speed
- Take bigger strides when sprinting compared to jogging
- Run on balls of feet for speed and efficiency
- Use small steps to decelerate safely when approaching obstacles
- Coordinate opposite arm and leg movements naturally
- Maintain technique even when tired or under pressure
Common Misconceptions
- Students think only legs matter for running speed - emphasise arm importance
- Students may think bigger is always better - explain controlled technique vs wild movements
- Students might hold breath when sprinting - remind about natural breathing
- Students may think sprinting means running out of control - stress technique maintenance
- Students might compare unfairly with others - focus on personal improvement
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular positive feedback, movement breaks between explanations
dyspraxia
- Simplified technique focus, extra practice time, larger equipment if needed, breakdown complex movements into smaller parts
autism spectrum
- Clear routine structure, visual schedule of activities, quiet practice area if needed, consistent partner pairing
visual impairment
- Use brightly coloured cones, verbal descriptions of technique, buddy system for guidance, tactile markers for start/finish lines
hearing impairment
- Clear visual demonstrations, hand signals for start/stop, written technique reminders, ensure eye contact when giving instructions
physical disability
- Wheelchair racing alternatives, seated technique practice, adapted distances, focus on personal improvement rather than comparison
Cross-Curricular Links
Maths
Measuring distances, counting steps and strides, timing activities, comparing speeds and distances
Science
Forces in movement, how muscles work, effect of exercise on heart rate and breathing
Geography
Directions, spatial awareness, mapping movement patterns around the teaching area
PSHE
Teamwork skills, supporting others, dealing with competition, recognising personal improvement
Teacher Guidance
Positioning
Move around the perimeter of activities to observe all students, position at finish areas during sprinting
Observation Focus
Watch for correct arm action, knee lift, stride length, and safe stopping techniques
Intervention Points
Step in immediately if unsafe running or equipment handling observed, provide technique reminders during activities
Demonstration Notes
Use exaggerated movements to show technique clearly, compare good and poor examples, involve students in demonstrations
Verbal Cues
- •'Pump those arms from pocket to mouth!'
- •'Lift those knees up high!'
- •'Take big strides like a giant!'
- •'Small steps to slow down safely!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor space or large sports hall
Surface Check
Dry, even surface free from holes, stones or debris
Equipment Safety
Safety Checks
- •Check cones are not cracked or damaged
- •Ensure cones are visible colour
- •Stack cones safely when not in use
Risk Management
Key Risks
- •Collisions between students during sprinting
- •Falls from running too fast on inappropriate surface
- •Over-exertion in warm weather
- •Trips over equipment or uneven surfaces
Risk Mitigation
- •Clear boundaries and running lanes established
- •Adequate spacing between students and activities
- •Progressive skill building from walking to sprinting
- •Regular checks on student fatigue levels
- •Clear start/stop signals and procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor sprint finish areas closely
- •Watch for signs of over-exertion or distress
- •Ensure safe equipment handling and placement
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, seek additional help if needed