🏃

Lesson 1 - Sprinting Technique Development

Movement Mastery Adventures

•

Year 2

•

Athletics

•

45 min

Big Question

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

Cones

Distributed around teaching area perimeter for easy access

Alternative: Bean bags, markers, or playground chalk circles

Stopwatch

For timing 3-second sprints in Beat the Cone activity

Alternative: Smartphone timer or counting aloud

Key Vocabulary

Sprint

Running as fast as you can for a short distance

Stride

One complete step from one foot to the other

Knee lift

Bringing your knees up high towards your chest when running

Coordination

Moving different parts of your body together smoothly

Technique

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

Natural alternating arm action without conscious thought

Visible difference in stride length between jogging and sprinting

Maintains technique when running at maximum speed

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