Lesson 3 - Running at Different Speeds
Body Awareness & Movement Skills
•Year 2
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How does our body change when we need to move faster?
Learning Objectives
- To explore how the body moves differently when running at different speeds
- To develop balance and coordination when running at various speeds
- To understand the physical changes that occur when increasing running speed
Key Outcomes
- Students will demonstrate controlled running at different speeds
- Students will show improved balance and coordination during speed changes
- Students will explain how their body feels different when running fast vs slow
Equipment & Resources Required
Distribute around perimeter and create routes for activities
Alternative: Bean bags, markers, or chalk spots
Key Vocabulary
Running as fast as you can for a short distance
Running at a steady, comfortable pace
The front part of your foot behind your toes
How big your steps are when running
Moving different parts of your body together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping skills
- Understanding of fast and slow movement
- Ability to follow simple movement commands
Current Skills
- Running at controlled different speeds
- Proper sprinting technique development
- Body awareness during speed changes
Next Steps
- Applying speed changes in game situations
- Combining direction changes with speed variations
- Using speed strategically in team games
Milestone Indicators
Key Teaching Points
- Sprint on balls of feet with high knees and pumping arms
- Arms move from pocket to mouth during sprinting
- Take bigger steps when running faster
- Control stopping by putting weight on balls of feet
- Keep head up for safety when running
- Work cooperatively with partners in timing activities
- Notice how body feels different at different speeds
Common Misconceptions
- Thinking that running on heels is faster than balls of feet
- Believing arms don't help with running speed
- Assuming sprinting means running out of control
- Not understanding that technique improves with practice
- Thinking only legs matter in running efficiently
SEN Adaptations
ADHD
- Keep activities short and varied, provide clear boundaries, offer movement breaks between discussions
dyspraxia
- Break down technique into smaller steps, provide additional practice time, use visual and physical cues
autism spectrum
- Provide clear routine and structure, use visual schedule of activities, allow quiet breaks if needed
visual impairment
- Use brightly coloured cones, provide verbal descriptions of demonstrations, pair with sighted buddy
hearing impairment
- Use clear visual demonstrations, hand signals for commands, written instruction cards
physical disability
- Adapt to wheelchair speeds or mobility aid use, modify distances and routes, focus on effort rather than speed
Cross-Curricular Links
Maths
Counting bounces for timing, measuring distances for squares, comparing numbers (which was more/less)
Science
Heart rate and breathing changes during exercise, forces in running and stopping, body systems responding to activity
PSHE
Cooperation and teamwork, taking turns fairly, encouraging others, building confidence through success
Teacher Guidance
Positioning
Move around perimeter to observe all students, position at corners during running activities for best visibility
Observation Focus
Watch for proper technique application, safe spacing, and appropriate effort levels
Intervention Points
Step in if students showing poor technique, unsafe behaviour, or becoming overly competitive
Demonstration Notes
Always exaggerate technique differences for clarity, show both correct and incorrect examples, use students as positive examples when appropriate
Verbal Cues
- •'Balls of feet!'
- •'Pump those arms!'
- •'High knees when sprinting!'
- •'Control your stop!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, clear of obstacles and suitable for running
Surface Check
Dry, even surface free from hazards, adequate grip for starting and stopping
Equipment Safety
Safety Checks
- •Check cones are stable and not cracked
- •Ensure adequate cone supply for all activities
- •Remove any damaged equipment
Risk Management
Key Risks
- •Collisions between students when running
- •Falls when changing direction or stopping quickly
- •Overexertion during sprinting activities
Risk Mitigation
- •Clear boundaries and running paths established
- •Adequate spacing between students and activities
- •Progressive building from walking to sprinting
- •Regular checks on student fatigue levels
- •Emphasis on controlled stops and awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all running activities
- •Monitor high-energy activities for safety
- •Watch for signs of overexertion or fatigue
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, ensure other students are safe