Lesson 5 - Quick Feet for Sprinting
Movement Patterns Adventure
•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 I use quick feet movements to become a faster sprinter?
Learning Objectives
- To copy and repeat actions with accuracy to use quick feet whilst sprinting
- To show quick feet actions for sprinting with increasing control
- To analyse performance to judge differences in the game at the beginning and the end
Key Outcomes
- Students will demonstrate quick feet movements using ladder activities
- Students will apply different sprint starts to improve speed
- Students will evaluate their own and others' performance in sprinting activities
Equipment & Resources Required
Lay flat on ground in designated practice area
Alternative: Chalk lines, rope ladders, or cones placed 40cm apart
Tucked into shorts or worn around waist as 'tails'
Alternative: Short pieces of fabric, bandanas, or coloured scarves
Mark boundaries, sprint lanes, and slow-down zones
Alternative: Markers, spots, or chalk lines
For timing activities and rest periods
Alternative: Smartphone timer apps
Key Vocabulary
Running as fast as you can over a short distance
Moving your feet rapidly and with control
The position and movement you use to begin a sprint
A force that works against movement to make it harder
The way you perform a skill or movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jogging movements
- Simple jumping and hopping actions
- Understanding of personal space and following instructions
Current Skills
- Quick feet movements in ladder activities
- Different sprint starting positions
- Analysing and improving performance
Next Steps
- Sustained sprinting over longer distances
- Relay running techniques
- Advanced starting blocks techniques
Milestone Indicators
Key Teaching Points
- Emphasise light, controlled foot movements rather than heavy stepping
- Connect quick feet practice directly to improved sprinting performance
- Use partner work to provide motivation and feedback
- Progress from walking pace to running pace in all activities
- Celebrate effort and improvement rather than just speed
- Make clear connections between different sprint starts and their effectiveness
- Encourage children to analyse their own performance and make adjustments
Common Misconceptions
- Faster always means better - correct by emphasising control and technique first
- Only leg muscles matter for sprinting - teach importance of arm action and core stability
- All sprint starts are the same - demonstrate how different starts suit different situations
- Quick feet means big steps - show that rapid, small steps are more effective
- Practice doesn't make a difference - help children recognise their improvement
SEN Adaptations
ADHD
- Shorter activity intervals with regular movement breaks, clear boundaries and expectations, immediate positive feedback
dyspraxia
- Simplified movement patterns, larger equipment where possible, additional practice time, step-by-step breakdown of complex movements
autism spectrum
- Clear, predictable routine for activities, visual schedule showing lesson progression, quiet space available if needed
visual impairment
- Use bright coloured cones for boundaries, verbal cues for direction, tactile markers for ladder boxes
hearing impairment
- Visual demonstrations with clear hand signals, written activity cards, buddy system for instructions
physical disability
- Modified ladder activities using larger spaces, seated or supported sprint starts, focus on upper body movements
Cross-Curricular Links
English
Describing movement patterns, explaining techniques to others, using specific vocabulary
Maths
Counting steps in ladder activities, measuring sprint distances, timing improvements
Science
Understanding forces and motion in sprint starts, friction between feet and ground
PSHE
Perseverance when learning new skills, supporting and encouraging others
Teacher Guidance
Positioning
Central position with clear sight lines to all activity areas, move between stations during practice
Observation Focus
Watch for light, controlled foot movements and proper sprint mechanics
Intervention Points
Step in when children struggle with rhythm or show unsafe movements
Demonstration Notes
Use exaggerated movements to show clear contrast between correct and incorrect technique
Verbal Cues
- •'Light and quick like a dancer!'
- •'Pump your arms to help your legs!'
- •'Stay on your toes, ready to move!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space with additional run-off areas for sprinting
Surface Check
Dry, even surface free from holes or debris, suitable for quick movements
Equipment Safety
Safety Checks
- •Ladders laid completely flat with no raised edges
- •Cones positioned to mark boundaries clearly without creating trip hazards
- •Bibs checked for tears that could cause injury during pulling
Risk Management
Key Risks
- •Collisions during sprint activities
- •Falls due to quick direction changes
- •Overexertion during high-intensity activities
- •Rough play during tagging games
Risk Mitigation
- •Clear lane boundaries for sprint practice
- •Adequate spacing between activity areas
- •Emphasis on controlled movements before speed
- •Regular rest breaks and hydration reminders
- •Clear rules about gentle tagging only
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all sprint lanes simultaneously
- •Monitor ladder areas for proper technique and safety
- •Watch for signs of fatigue during high-intensity activities
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, and modify activities if needed