Lesson 5 - Pacing and Distance Running
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 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
Place at 10m intervals around circular track
Alternative: Sports markers, bean bags, or chalk marks
Ensure all timers are reset and students know how to operate
Alternative: Smartphone timer apps, teacher's whistle with count
For setting up accurate 10m cone intervals
Alternative: Trundle wheel, paced distances
Simple score tracking for cone counts and times
Alternative: Mini whiteboards, mental recording
Key Vocabulary
Running at a steady, controlled speed that can be maintained over a longer distance
Running events that are longer than sprints, requiring endurance and pacing
The ability to sustain physical effort over an extended period
Starting a race before the official start signal
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
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