Lesson 2 - Creating Power with Legs
Movement Patterns Adventure
•Year 2
•Athletics
•Start Planning Better PE Lessons
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How can we use the power in our legs to move faster and change direction more quickly?
Learning Objectives
- Recognise powerful actions and how to create power with our legs
- Explore different ways to generate power to start different actions such as running, jumping, hopping, striding
- Use power to turn at speed and change direction effectively
Key Outcomes
- Students will understand where power comes from in their legs during movement
- Students will demonstrate improved agility and change of direction skills
- Students will compare different movement patterns and starting positions for maximum power
Equipment & Resources Required
Set up Illinois agility course pattern and distribute 5 cones per pair
Alternative: Bean bags, markers, or any visible ground markers
Distribute to pairs for timing activities
Alternative: Mobile phone timer apps, or teacher timing with class stopwatch
Simple sheets with columns for different movements and starting positions
Alternative: Mental recording or verbal sharing of times
Key Vocabulary
The strength and force we can create with our muscles to move quickly
The ability to move quickly and change direction while staying in control
Using your leg muscles to push against the ground to create movement
A balanced starting position with knees bent and weight on balls of feet
Moving from one direction to another quickly while maintaining speed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jumping movements
- Understanding of fast and slow movements
- Ability to follow simple commands and change direction
Current Skills
- Generating power from legs for explosive starts
- Using knees and arms for balance and power
- Comparing different movement patterns for effectiveness
Next Steps
- Applying power generation to throwing activities
- Combining run, jump and throw in sequence
- Understanding power transfer through the body
Milestone Indicators
Key Teaching Points
- Power in legs comes from muscle engagement and proper technique
- Ready position with bent knees creates explosive potential
- Push off with balls of feet for maximum power generation
- Stay low during direction changes to maintain power and speed
- Different starting positions affect power application
- Technique is more important than speed for developing power
- Leg muscles work together to create coordinated powerful movements
Common Misconceptions
- Power only comes from running fast - actually comes from muscle engagement and technique
- Standing straight is a good starting position - ready position with bent knees is more powerful
- Arms don't matter for leg power - arms help with balance and coordination
- All movements generate the same power - different movements and positions create different power levels
- Bigger children are automatically more powerful - technique matters more than size
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear visual and verbal cues, leadership opportunities, celebration of effort over outcome
dyspraxia
- Extra demonstration time, simplified movement patterns initially, larger equipment for easier handling, additional practice opportunities
autism spectrum
- Clear visual schedule of activities, defined boundaries and routines, quiet area available if needed, predictable activity structure
visual impairment
- Use bright coloured cones, provide clear verbal descriptions of course layout, buddy system for guidance, tactile markers for course boundaries
hearing impairment
- Visual demonstrations for all activities, hand signals for commands, written instruction cards, buddy system for communication
physical disability
- Modify movements to seated or supported versions, adjust cone heights for accessibility, reduce course complexity, focus on upper body power where appropriate
Cross-Curricular Links
English
Vocabulary development for movement and power terms, descriptive language for explaining technique, communication skills during partner work
Maths
Timing activities with stopwatches, measuring distances between cones, comparing numerical times, counting movements and repetitions
Science
Understanding muscle groups and how they create power, forces and motion in human movement, energy transfer from legs to movement
Geography
Spatial awareness and navigation through agility courses, understanding directions and position changes
Teacher Guidance
Positioning
Move around the area to observe different groups, position at corner for warm-up commands, central location for demonstrations
Observation Focus
Watch for proper leg power application, safe movement execution, understanding of concepts, and cooperative behaviour
Intervention Points
Step in if children not using leg power effectively, if safety concerns arise, or if children need technique guidance
Demonstration Notes
Always demonstrate with exaggerated movements to show technique clearly, contrast good vs poor technique, involve children in demonstrations where appropriate
Verbal Cues
- •'Push off with power!'
- •'Stay low for more strength!'
- •'Feel those leg muscles working!'
- •'Spring between the cones!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 30m, clear of obstacles
Surface Check
Non-slip surface free from hazards, suitable for running and quick direction changes
Equipment Safety
Safety Checks
- •Check cones are stable and not cracked
- •Ensure stopwatches are working properly
- •Verify adequate cone supply for all pairs
Risk Management
Key Risks
- •Collisions during direction changes
- •Slips during quick movements
- •Overexertion during agility activities
- •Falls during experimental movements
Risk Mitigation
- •Clear boundaries and adequate spacing established
- •Progressive warm-up to prepare muscles
- •Emphasis on controlled movements over speed
- •Proper technique teaching before application
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activities
- •Monitor spacing during warm-up commands
- •Watch technique during agility course attempts
- •Ensure appropriate intensity levels
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if needed