🎓

Lesson 3 - Running at Different Speeds

Body Awareness & Movement Skills

•

Year 2

•

Fundamental Movement Skills

•

1h 10min

Big Question

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

Cones

Distribute around perimeter and create routes for activities

Alternative: Bean bags, markers, or chalk spots

Key Vocabulary

Sprint

Running as fast as you can for a short distance

Jog

Running at a steady, comfortable pace

Balls of feet

The front part of your foot behind your toes

Stride length

How big your steps are when running

Coordination

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

Student runs on balls of feet when sprinting

Arms move rhythmically during fast running

Controlled stopping without overbalancing

Can explain physical sensations of different speeds

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