Lesson 2 - Running at Different Speeds
Movement Mastery
•Year 3
•Athletics
•Start Planning Better PE Lessons
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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
Red, amber and green cones for traffic lights activity
Alternative: Bean bags, markers, hula hoops
For tails game - students tuck into shorts
Alternative: Scarves, strips of fabric
For timing convoy activities and pace setting
Alternative: Phone timer, class clock with second hand
For walk-run race extension activity
Alternative: Foam tubes, toilet roll tubes
Key Vocabulary
Gradually increasing your running speed from slow to fast
Gradually decreasing your running speed from fast to slow
The speed at which you are running - can be fast, medium or slow
A group of people moving together at the same speed
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
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