Lesson 4 - Breathing Techniques for Running
Power, Endurance & Teamwork
•Year 2
•Athletics
•Start Planning Better PE Lessons
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How can we use our breathing to help us run better and for longer?
Learning Objectives
- To develop stamina through consistent running activity
- To learn and apply breathing techniques for improved running performance
- To work effectively as a team whilst maintaining individual effort
Key Outcomes
- Students will demonstrate basic breathing control during running activities
- Students will participate in sustained running activities as part of a team
- Students will understand the connection between breathing and running performance
Equipment & Resources Required
Ready for immediate distribution
Alternative: Strips of fabric, playground bands
Pre-cut and numbered on reverse, pieces scattered around area
Alternative: Picture cards, matching games
Numbered 1-6 for team identification
Alternative: Large worksheets, team mats
Mark rectangular running area
Alternative: Natural boundaries, painted lines
To secure jigsaw collection areas
Alternative: Small stones, bean bags
Key Vocabulary
Breathing air into your lungs
Breathing air out of your lungs
A regular pattern of breathing that matches your steps
The ability to keep going during physical activity
The proper way of doing something
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running skills
- Understanding of team work
- Simple movement patterns
Current Skills
- Rhythmic breathing during exercise
- Sustained running with breathing control
- Team cooperation during physical activity
Next Steps
- Advanced breathing patterns
- Running technique refinement
- Pacing strategies
Milestone Indicators
Key Teaching Points
- Breathing technique is more important than running speed
- Team cooperation enhances individual performance
- Progressive challenge builds confidence and stamina
- Connect breathing technique to real-life applications
- Celebrate effort and improvement over absolute performance
- Use positive reinforcement to maintain engagement
- Monitor fatigue levels and adjust accordingly
Common Misconceptions
- Students thinking they must breathe the pattern during sprinting
- Believing faster running is always better than controlled running
- Thinking breathing technique is only for PE lessons
- Assuming all students will master technique immediately
- Expecting breathing pattern to be natural without practice
SEN Adaptations
ADHD
- Shorter activity segments, clear visual boundaries, regular positive reinforcement, movement breaks
dyspraxia
- Simplified breathing pattern initially, extra practice time, visual aids for sequence memory
autism spectrum
- Clear visual schedule of activities, quiet spaces available, consistent routines and expectations
visual impairment
- Use verbal cues for breathing technique, tactile boundaries, buddy system for navigation
hearing impairment
- Visual demonstrations of breathing, hand signals for instructions, written activity cards
physical disability
- Adapted breathing exercises from seated position, modified running distances, alternative movement patterns
Cross-Curricular Links
English
Following instructions, describing experiences, using vocabulary related to movement and breathing
Maths
Counting in patterns (3-2 breathing rhythm), timing activities, measuring distances around running circuit
Science
Understanding body systems, effects of exercise on breathing and heart rate, healthy lifestyle choices
PSHE
Teamwork and cooperation, perseverance and resilience, personal goal setting
Teacher Guidance
Positioning
Central location during explanation phases, mobile during activities to provide individual support
Observation Focus
Breathing technique accuracy, team cooperation, effort levels, signs of fatigue
Intervention Points
Step in if students showing signs of overexertion, struggling with breathing technique, or team conflicts arising
Demonstration Notes
Demonstrate: Exaggerate breathing movements for visibility, show clear difference between jogging and sprinting pace, model positive teamwork
Verbal Cues
- •'In-two-three, out-two'
- •'Stay together as a team'
- •'Remember your breathing during the jog sections'
- •'Well done, I can see you using the technique!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor space minimum 30m x 20m or sports hall, clear of obstacles
Surface Check
Even surface free from holes, wet patches, or debris
Equipment Safety
Safety Checks
- •Jigsaw pieces checked for sharp edges
- •Bibs/bands in good condition
- •Cones stable and visible
- •Paper weights secure but not hazardous
Risk Management
Key Risks
- •Collisions during tag games
- •Slips and falls on running surface
- •Overexertion during running activities
- •Students becoming breathless or dizzy
Risk Mitigation
- •Clear boundaries established and maintained
- •Appropriate warm-up before intensive activities
- •Regular monitoring of student fatigue levels
- •Emphasis on technique over speed
- •Adequate rest periods between running activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all running areas
- •Monitor breathing technique practice for dizziness
- •Watch for signs of overexertion
- •Ensure team activities remain cooperative
Emergency Procedures
Stop activity immediately, assess breathing difficulties, provide appropriate support, seek medical assistance if required