Lesson 1 - Sprinting Technique and Speed
From Sprint Technique to Strategic Distance Running
•Year 3
•Athletics
•Start Planning Better PE Lessons
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How can we use our bodies to make ourselves run as fast as possible?
Learning Objectives
- Explore how to use our bodies to run as fast as possible
- Learn the correct technique for sprinting including head position and arm action
- Understand the importance of staying in lanes during athletic events
Key Outcomes
- Students can apply correct sprinting technique when running
- Students understand the consequences of incorrect technique
- Students can maintain lane discipline during races
Equipment & Resources Required
Mark out 4-6 lanes on straight track, 40-80m long
Alternative: Markers, small equipment for lane boundaries
Green, yellow, red, blue cones for traffic light activity
Alternative: Coloured cards, hand signals
For marking accurate distances
Alternative: Pre-measured areas, yard lines
Key Vocabulary
Running as fast as possible over a short distance
The marked path each runner must stay in during a race
Moving arms backwards and forwards to help with speed
When a runner begins before the starting signal
The correct way to perform a skill or movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jogging
- Following simple movement instructions
- Understanding of fast and slow speeds
Current Skills
- Correct sprinting head position
- Proper arm pumping technique
- Lane discipline and racing rules
Next Steps
- Sprint starts and reactions
- Different running distances
- Relay techniques and baton passing
Milestone Indicators
Key Teaching Points
- Head position looking straight ahead is crucial for speed and balance
- Arms should pump backwards and forwards with bent elbows close to body
- Lane discipline is essential for safety and fairness in athletics
- Technique exploration helps students understand why correct form matters
- Progressive build-up from technique work to competitive sprinting
- False starts have consequences in real athletics - waiting for 'Go' signal
- Cool down and reflection are vital after intense sprinting activity
Common Misconceptions
- Students think looking down helps them run faster - correct by showing how this affects balance
- Students believe swinging arms wide gives more power - demonstrate how close elbows are more efficient
- Students think lane discipline doesn't matter in school sport - explain real athletics rules and safety
- Students assume natural running is always best - show how technique can be improved
- Students think sprinting is just about leg strength - emphasise whole-body coordination
SEN Adaptations
ADHD
- Clear, short instructions with frequent check-ins, regular activity changes, movement breaks as needed
dyspraxia
- Extra practice time for technique, simplified movements initially, visual demonstrations with step-by-step breakdown
autism spectrum
- Clear visual schedule of activities, consistent routine for race commands, quiet space available if needed
visual impairment
- Use brightly coloured cones for lane markings, verbal descriptions of demonstrations, guide runner for sprints
hearing impairment
- Visual signals for race starts, clear demonstrations of all techniques, written instruction cards
physical disability
- Adapted distances for wheelchair users, modified arm actions, alternative techniques for different mobility levels
Cross-Curricular Links
Maths
Measuring distances and times, comparing speeds, understanding sequences in race commands
Science
Understanding how muscles work and energy systems, forces and motion in running
Geography
Concepts of direction and space, understanding of lanes and boundaries
PSHE
Fair play and sportsmanship, cooperation in group activities, personal goal setting and improvement
Teacher Guidance
Positioning
Stand to side of track for clear view of all lanes, move around during technique work for individual feedback
Observation Focus
Watch for correct head position (eyes forward), arm pumping action (bent elbows close to body), and lane discipline
Intervention Points
Step in if students struggling with technique, not following commands, or showing unsafe behaviour
Demonstration Notes
Use exaggerated movements to show technique clearly, demonstrate both correct and incorrect forms for comparison, model appropriate effort and attitude
Verbal Cues
- •'Head up, eyes forward!'
- •'Pump those arms!'
- •'Stay in your lane!'
- •'Run through the finish line!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Straight running track 40-80m long, minimum 20m wide for multiple lanes
Surface Check
Dry, even surface with no holes, obstacles or debris
Equipment Safety
Safety Checks
- •Cones placed securely and not creating trip hazards
- •Lane markings clearly visible and safe
- •No sharp or broken equipment
Risk Management
Key Risks
- •Collisions between students during sprinting
- •Students running out of designated area
- •Overexertion during intense sprinting
- •Falls due to poor surface or technique
Risk Mitigation
- •Clear lane boundaries to prevent collisions
- •Controlled start commands to prevent false starts
- •Adequate rest between sprints to prevent fatigue
- •Progressive build-up from technique work to full sprints
- •Clear finish line to prevent dangerous stopping
Supervision & Emergency Procedures
Supervision Points
- •Position to see all lanes during races
- •Monitor technique during exploration activities
- •Watch for signs of fatigue or overexertion
- •Ensure proper warm-up and cool-down
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact school emergency procedures if needed