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Lesson 2 - Running at Different Speeds

Movement Mastery

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Year 3

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Athletics

•

45 min

Big Question

How can we control our speed when running to achieve different goals in athletics?

Learning Objectives

To run at different speeds with control and purpose
To demonstrate acceleration and deceleration techniques
To show agility when changing direction whilst running

Key Outcomes

Students will be able to adjust their running speed according to commands
Students will demonstrate smooth transitions between fast, medium and slow running
Students will maintain control when changing direction at different speeds

Equipment & Resources Required

Coloured Cones

15-20

Red, amber and green cones for traffic lights activity

Alternative: Bean bags, markers, hula hoops

Bibs

15 (half the class)

For tails game - students tuck into shorts

Alternative: Scarves, strips of fabric

Stopwatch

For timing convoy activities and pace setting

Alternative: Phone timer, class clock with second hand

Relay Baton

6-8

For walk-run race extension activity

Alternative: Foam tubes, toilet roll tubes

Key Vocabulary

Acceleration

Gradually increasing your running speed from slow to fast

Deceleration

Gradually decreasing your running speed from fast to slow

Pace

The speed at which you are running - can be fast, medium or slow

Convoy

A group of people moving together at the same speed

Agility

The ability to move quickly and easily, changing direction whilst maintaining control

Skill Progression Pathway

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

Prior Learning

Basic running technique from previous lessons
Understanding of simple directional commands
Ability to stop and start safely

Current Skills

Speed variation and control
Acceleration and deceleration techniques
Maintaining form whilst changing pace

Next Steps

Application of speed changes in athletic events
Tactical use of pace in longer distance running
Complex agility patterns with speed variation

Milestone Indicators

Smooth transitions between speeds without stumbling

Ability to maintain speed for extended periods

Quick response to pace change commands

Key Teaching Points

Emphasise control over pure speed - technique before intensity
Use clear, consistent signals and commands throughout all activities
Encourage students to think tactically about when to use different speeds
Model excellent technique yourself - students learn by watching
Provide specific feedback on what good speed control looks like
Connect activities to real athletic events to increase relevance
Celebrate effort and improvement, not just natural ability

Common Misconceptions

Students thinking faster is always better - explain when controlled speed is more effective
Believing you must run at maximum speed in 'fast' activities - emphasise sustainable pace
Confusion between acceleration and just running fast - demonstrate gradual speed increase
Thinking gear 1 means standing still - clarify it's still movement, just slow movement
Assuming speed control is only important in running - link to other sports and life skills

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, varied activities to maintain engagement, positive reinforcement for focus

dyspraxia

Extra practice time for speed transitions, simplified movement patterns initially, use of visual cues for timing

autism spectrum

Clear visual schedule of activities, consistent routine structure, quiet space available if overwhelmed

visual impairment

Use brightly coloured cones and bibs, provide verbal descriptions of activities, buddy system for navigation

hearing impairment

Use clear visual signals alongside verbal instructions, demonstrate all activities, written instruction cards available

physical disability

Modify speeds to individual capabilities, alternative roles such as time-keeper or signal caller, adapted equipment if needed

Cross-Curricular Links

Maths

Understanding number sequences through gear systems, estimating time for one-minute convoy challenge, measuring distances between cities

Science

Forces and motion concepts through acceleration and deceleration, understanding how the body responds to different exercise intensities

Geography

Concepts of routes and navigation during convoy activities, understanding of relative speed and distance

PSHE

Teamwork and cooperation during group activities, leadership skills development, resilience when facing challenges

Teacher Guidance

Positioning

Move around the area to observe different groups, position centrally for whole-class instructions

Observation Focus

Watch for speed control technique, safe movement patterns and student engagement levels

Intervention Points

Step in if students losing control of speed, unsafe contact during chasing, or difficulty understanding pace concepts

Demonstration Notes

Use exaggerated movements to show clear differences between speeds, model perfect technique for stopping and starting

Verbal Cues

•'Smooth changes like a good driver!'
•'Control your speed - racing cars don't crash!'
•'Watch my cone signals carefully!'
•'Stay together like a convoy!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area, suitable for running activities at various speeds

Surface Check

Dry, even surface free from holes, debris or slippery areas

Equipment Safety

Safety Checks

•Check cones have no sharp edges or cracks
•Ensure bibs are in good condition with no tears
•Verify stopwatch is functioning correctly

Risk Management

Key Risks

•Collisions during high-speed activities
•Trips and falls during speed transitions
•Overexertion during repeated sprinting activities

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing maintained between students during all activities
•Progressive speed building to prepare muscles for higher intensity
•Regular water breaks during warm weather

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during chase activities
•Monitor high-activity areas during relay races
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately on any injury, assess situation, provide appropriate first aid and seek additional support if required