Lesson 1 - Building Running Endurance
Playful Movement Challenges
•Year 2
•Health Related Fitness
•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 we train our bodies to run for longer without stopping?
Learning Objectives
- To understand how to run for longer periods of time without stopping
- To recognise how the body feels during sustained physical activity
- To choose appropriate running speeds for endurance
Key Outcomes
- Students will demonstrate sustained running for 4 minutes
- Students will explain how their body responds to exercise
- Students will select appropriate pacing strategies
Equipment & Resources Required
Distributed around area perimeter and for activity stations
Alternative: Bean bags, spot markers, chalk lines
Placed at opposite ends for Fill it up activity
Alternative: Chalk circles, rope circles, mats
For timing running intervals and activities
Alternative: Phone timer, clock with second hand
For clear start/stop signals
Alternative: Voice commands, clapping
Key Vocabulary
The ability to keep doing physical activity for a long time
Choosing the right speed to help you keep going
How fast your heart beats when you exercise
Keeping the same speed without changing
Not giving up even when something is difficult
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jogging movements
- Understanding of personal space
- Ability to follow simple instructions
Current Skills
- Sustained running techniques
- Pacing strategies
- Body awareness during exercise
Next Steps
- Interval training concepts
- Advanced fitness activities
- Team endurance challenges
Milestone Indicators
Key Teaching Points
- Emphasise pacing over speed for endurance success
- Connect physical sensations to learning objectives
- Use car gear analogy to simplify speed concepts
- Celebrate determination and effort over natural ability
- Monitor all students for appropriate exertion levels
- Encourage peer support throughout activities
- Link activities to real-world endurance examples
Common Misconceptions
- Faster always means better - explain when steady is superior
- Exercise should always hurt - teach difference between challenge and pain
- Only naturally fit students can improve - emphasise that everyone can develop endurance
- You must run at same speed throughout - show how slight adjustments help maintain endurance
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, regular positive feedback, movement-based learning emphasis
dyspraxia
- Additional practice time for movement patterns, simplified instructions, buddy support system
autism spectrum
- Clear routine structure, visual schedule available, quiet space for breaks if overwhelmed
visual impairment
- Use verbal cues for boundaries, buddy system for guidance, textured markers for start/finish points
hearing impairment
- Visual signals for start/stop, written instructions available, clear line of sight to teacher
physical disability
- Adapted distances for wheelchair users, alternative upper body exercises, modified equipment as needed
Cross-Curricular Links
English
Vocabulary development, discussion skills, explaining body responses
Maths
Timing activities, counting heartbeats, measuring distances, comparing speeds
Science
Heart rate, breathing, body systems during exercise, energy and movement
PSHE
Perseverance, determination, supporting others, understanding personal limits
Teacher Guidance
Positioning
Move around perimeter to observe all students, central position during discussions
Observation Focus
Monitor pacing choices, technique development, and signs of fatigue
Intervention Points
Step in if students showing overexertion or unsafe movement patterns
Demonstration Notes
Use exaggerated movements to show technique differences, model appropriate pacing throughout activities
Verbal Cues
- •'Steady pace, save your energy!'
- •'Check your breathing - nice and controlled!'
- •'Well done, keep those feet moving!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for running activities
Equipment Safety
Safety Checks
- •Cones placed securely to avoid tripping hazards
- •Hoops lying flat on ground when not in use
- •Equipment stored safely during activities
Risk Management
Key Risks
- •Overexertion during sustained running
- •Collisions during movement activities
- •Trips and falls during fast movements
Risk Mitigation
- •Monitor students for signs of fatigue or distress
- •Establish clear boundaries and movement patterns
- •Ensure adequate spacing between students
- •Provide rest breaks as needed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during running activities
- •Monitor breathing and exertion levels
- •Watch for students struggling with endurance challenges
Emergency Procedures
Stop activity immediately if any student shows signs of distress, provide appropriate rest and support