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Lesson 2 - Creating Power with Legs

Movement Patterns Adventure

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Year 2

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Athletics

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45 min

Big Question

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

Cones

35 (5 per pair plus extras for agility course)

Set up Illinois agility course pattern and distribute 5 cones per pair

Alternative: Bean bags, markers, or any visible ground markers

Stopwatch

15 (1 per pair)

Distribute to pairs for timing activities

Alternative: Mobile phone timer apps, or teacher timing with class stopwatch

Score Sheets

15 (1 per pair)

Simple sheets with columns for different movements and starting positions

Alternative: Mental recording or verbal sharing of times

Key Vocabulary

Power

The strength and force we can create with our muscles to move quickly

Agility

The ability to move quickly and change direction while staying in control

Push off

Using your leg muscles to push against the ground to create movement

Ready position

A balanced starting position with knees bent and weight on balls of feet

Change of direction

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

Visible knee bend during direction changes

Improved times in agility runs

Ability to explain where power comes from

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