Lesson 2 - Developing Running for Speed
From Sprint Technique to Strategic Distance Running
•Year 3
•Athletics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we use our whole body to run faster and more efficiently?
Learning Objectives
- Continue to explore and develop running for speed techniques
- Apply correct sprinting techniques focusing on head, arms, legs and feet
- Understand the biomechanics that contribute to faster running
Key Outcomes
- Students will demonstrate improved sprinting technique across all body parts
- Students will understand how different body positions affect running speed
- Students will be able to run with correct technique whilst staying in lanes
Equipment & Resources Required
Mark out lanes and turning points around the area
Alternative: Bean bags, markers, chalk lines
For timing activities and Beat Bolt challenge
Alternative: Smartphone timer, counting to 10
Mark 50m or 100m distances if possible
Alternative: Paced distances, playground markings
For recording observations and technique points
Alternative: Paper, clipboards
Key Vocabulary
Running as fast as possible over a short distance
Moving arms backwards and forwards in rhythm with legs
Lifting knees up high towards chest when running
The front part of your foot behind your toes
Staying in your own lane during a race
Pushing legs powerfully against the ground to create speed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running movements and changing direction
- Understanding of personal space and lane discipline
- Introduction to different ways of moving
Current Skills
- Sprinting technique with focus on head position
- Arm action for speed with pumping motion
- Leg drive with high knee action
- Running on balls of feet for efficiency
Next Steps
- Sprint starts and reaction times
- Running around bends and curves
- Relay running and baton passing
Milestone Indicators
Key Teaching Points
- Head up and eyes looking forward maintains balance and direction
- Pumping arm action with bent elbows drives the legs faster
- High knee drive generates power and speed in sprinting
- Running on balls of feet creates light, springy, efficient movement
- Lane discipline is essential for safety during sprinting activities
- Technique should be prioritised over pure speed for long-term development
- Maximum effort activities require proper warm-up and recovery periods
Common Misconceptions
- Faster running always means better - emphasise technique over speed
- Arms should swing across the body - teach forward/backward pumping action
- Looking down helps you run faster - explain benefits of head up position
- Sprinting is just running harder - break down the specific techniques required
- Everyone should run the same way - acknowledge individual differences while teaching core principles
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries with cones, frequent positive feedback and movement breaks
dyspraxia
- Break down techniques into smaller steps, use larger target areas, extra practice time for coordination
autism spectrum
- Provide clear structure and routine, visual schedule of lesson activities, quiet space available if needed
visual impairment
- Use bright coloured cones for lane marking, provide verbal descriptions of technique, assign sighted buddy for guidance
hearing impairment
- Use visual demonstrations extensively, hand signals for start/stop, written technique reminders on cards
physical disability
- Modify techniques for wheelchair users, focus on arm action, adapted distances and timings
Cross-Curricular Links
English
Following instructions, using descriptive vocabulary for movement, reflecting and evaluating performance
Maths
Measuring distances, timing activities, comparing speeds and improvements
Science
Forces and motion - how the body generates speed, understanding of levers and joints in movement
PSHE
Setting personal goals, showing determination, supporting and encouraging others
Teacher Guidance
Positioning
Stand at side of lanes for best observation of all students, move between lanes during practice
Observation Focus
Head position - looking forward not down; Arm action - bent elbows with pumping motion; Leg drive - high knees with powerful action; Foot contact - landing on balls of feet; Overall coordination and rhythm
Intervention Points
["Step in if students lose lane discipline", "Provide individual coaching for technique errors", "Modify activities for students struggling with coordination", "Ensure adequate rest periods between efforts"]
Demonstration Notes
Use slow-motion demonstrations to show technique clearly, exaggerate movements for visibility, provide both correct and incorrect examples for comparison
Verbal Cues
- •'Head up, eyes forward!'
- •'Pump those arms like pistons!'
- •'Drive those knees up high!'
- •'Light and springy on your feet!'
- •'Technique first, speed second!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area with clear lanes for sprinting activities
Surface Check
Dry, flat surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Cones placed securely and not in running paths
- •Check stopwatch is working and clearly visible
- •Ensure measuring equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions between runners
- •Muscle strains from maximum effort sprinting
- •Falls due to fatigue or poor surface
- •Overexertion in challenging activities
Risk Mitigation
- •Clear lane boundaries and adequate spacing
- •Proper warm-up before intense activities
- •Monitor students for signs of fatigue
- •Emphasise technique over pure speed
- •Adequate recovery time between efforts
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all lanes during sprinting
- •Move around during technique practice
- •Close supervision during maximum effort activities
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed