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Lesson 5 - Pacing and Distance Running

From Sprint Technique to Strategic Distance Running

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Year 3

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Athletics

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45 min

Big Question

How can we pace ourselves to run further without stopping?

Learning Objectives

Develop understanding of pacing versus sprinting for distance running
Learn correct running technique for distance events
Apply pacing strategies to sustain running over longer periods

Key Outcomes

Students can demonstrate correct distance running technique with head up, pumping arms, and driving leg action
Students understand the concept of pacing and can apply it over 130 seconds without stopping
Students can collaborate effectively to support and provide feedback to partners

Equipment & Resources Required

Dish Cones

12-15

Place at 10m intervals around circular track

Alternative: Sports markers, bean bags, or chalk marks

Stopwatch

1 per pair (15)

Ensure all timers are reset and students know how to operate

Alternative: Smartphone timer apps, teacher's whistle with count

Measuring Tapes

For setting up accurate 10m cone intervals

Alternative: Trundle wheel, paced distances

Score Sheets

1 per pair

Simple score tracking for cone counts and times

Alternative: Mini whiteboards, mental recording

Key Vocabulary

Pacing

Running at a steady, controlled speed that can be maintained over a longer distance

Distance Running

Running events that are longer than sprints, requiring endurance and pacing

Endurance

The ability to sustain physical effort over an extended period

False Start

Starting a race before the official start signal

Pumping Action

Driving the arms back and forth with bent elbows to help with running rhythm

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running technique from previous athletics units
Understanding of start and stop commands
Experience working in pairs for timing activities

Current Skills

Distance running technique with correct body position
Pacing strategies for sustained running
Partner observation and feedback skills

Next Steps

Advanced pacing over longer distances and time periods
Competition preparation and race tactics
Cross-country running and navigation skills

Milestone Indicators

Consistent running technique maintained over 2+ minutes

Ability to adjust pace based on distance/time targets

Effective coaching and encouragement of training partners

Key Teaching Points

Distance running requires completely different strategy from sprinting
Pacing means finding a sustainable speed you can maintain without stopping
Good distance running technique: head up, pumping arms, light feet, steady rhythm
Energy conservation is more important than maximum speed in distance events
Partner feedback and encouragement are crucial for developing endurance
Successful pacing should leave you feeling you could continue running
Mental strength and consistency are as important as physical technique

Common Misconceptions

Distance running is just slower sprinting - actually requires different technique and strategy
Faster is always better - actually sustainability and finishing strong are more important
You should feel exhausted after distance running - good pacing should leave you able to continue
Walking breaks are acceptable in distance running - continuous movement is the goal
Distance running is boring - actually requires tactical thinking and mental strength

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, regular positive feedback, partner responsibility

dyspraxia

Simplified movement patterns, additional practice time, larger track spacing, step-by-step technique breakdown

autism spectrum

Clear structure with visual schedule, defined start/stop points, consistent routines

visual impairment

Use bright coloured cones, verbal cues for track layout, buddy system for guidance during running

hearing impairment

Visual demonstrations of all techniques, hand signals for timing, written instruction cards

physical disability

Adapted distances and times, alternative movement patterns, inclusive timing roles

Cross-Curricular Links

Science

Understanding energy systems, heart rate changes, effects of exercise on the body, data collection and analysis

Geography

Mapping running routes, understanding distances and measurements, orienteering concepts

Mathematics

Calculating pace targets, counting cones, timing activities, working with fractions and percentages

PSHE

Partnership skills, resilience and perseverance, goal setting, supporting others through challenges

Teacher Guidance

Positioning

Move around track perimeter to observe all students, central position during discussions

Observation Focus

Watch for consistent pacing, proper technique maintenance, and positive partner interactions

Intervention Points

Step in if students overexert, provide technique corrections, facilitate partner communication

Demonstration Notes

Use clear, exaggerated movements to show technique differences, personally demonstrate pace deterioration effects

Verbal Cues

•'Smooth and steady!'
•'You should be able to talk while running!'
•'Listen to your partner's advice!'
•'Think marathon runner, not sprinter!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 30m clear outdoor space for circular track setup

Surface Check

Even, non-slip surface free from holes, debris, or wet areas

Equipment Safety

Safety Checks

•Cones positioned securely with no sharp edges
•Stopwatches functioning correctly and safely held
•Clear markers visible in all weather conditions

Risk Management

Key Risks

•Overexertion during sustained running efforts
•Collisions between students during track activities
•Trips or falls due to uneven surfaces or poor visibility

Risk Mitigation

•Clear instruction on sustainable effort levels
•Staggered starts to prevent crowding on track
•Continuous monitoring for signs of overexertion
•Well-defined track boundaries and running direction

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of entire track area
•Monitor individual students during extended efforts
•Ensure safe spacing between active runners

Emergency Procedures

Stop activity immediately if any student shows distress, provide appropriate rest and support, check welfare before continuing