Lesson 3 - Running Over Obstacles
Speed, Power & Fair Play
•Year 3
•Athletics
•Start Planning Better PE Lessons
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How can I develop a smooth, rhythmic running style when navigating obstacles?
Learning Objectives
- To develop fluency and rhythm when running over obstacles
- To maintain a consistent stride pattern when approaching and clearing obstacles
- To coordinate arm and leg movements for efficient running technique
Key Outcomes
- Students will demonstrate smooth, coordinated running over low obstacles
- Students will maintain consistent stride patterns between obstacles
- Students will work collaboratively to solve tactical challenges
Equipment & Resources Required
Scattered around teaching area and used for line marking
Alternative: Bean bags, markers, chalk spots
Adjustable height, set low initially for safety
Alternative: Cones on their side, rope between cones, foam blocks
For accurate 15m distances
Alternative: Pre-marked lines, pace counting
Key Vocabulary
The regular sequence of steps taken whilst running
Smooth, continuous movement without hesitation or interruption
The leg that goes over the obstacle first
The foot that pushes off the ground before clearing an obstacle
Working arms and legs together in a smooth, controlled way
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique with arm-leg coordination
- Understanding of jogging, leaping and jumping actions
- Experience working in small groups
Current Skills
- Developing consistent stride patterns
- Maintaining rhythm whilst navigating obstacles
- Coordinating take-off and landing techniques
Next Steps
- Advanced hurdle techniques with lead leg emphasis
- Competitive athletics events and timing
- Complex obstacle course navigation
Milestone Indicators
Key Teaching Points
- Consistent stride patterns are developed through counting and repetition
- Rhythm maintenance is more important than speed when learning hurdle technique
- Lead leg selection depends on approach angle to obstacle
- Safety return paths prevent equipment damage and collisions
- Teamwork involves listening to all ideas before making decisions
- Progressive challenge builds confidence and skill simultaneously
- Coordination improves through practice of opposite arm-leg movements
Common Misconceptions
- Higher jumping is better than smooth rhythm over obstacles
- Fastest runners always win races regardless of technique
- Hurdles work the same direction from both sides (safety issue)
- Stride counting is only for slow runners
- Individual performance is more important than team strategy
SEN Adaptations
ADHD
- Shorter activity bursts with clear boundaries, regular movement breaks, specific roles within team activities
dyspraxia
- Extra practice time, simplified movement patterns initially, visual cues for stride counting, larger obstacles for easier targeting
autism spectrum
- Clear structure with predictable routines, visual schedule of activities, quiet zone available if overwhelmed
visual impairment
- Use brightly coloured obstacles, provide verbal guidance for obstacle positions, buddy system for safety
hearing impairment
- Visual demonstrations of all techniques, hand signals for start/stop, written instruction cards available
physical disability
- Adapted obstacle heights, seated version using arm movements, modified distances based on mobility
Cross-Curricular Links
Maths
Counting strides, measuring distances, understanding patterns and sequences, comparing numbers between attempts
Science
Forces in jumping and landing, momentum and motion, how the body moves, understanding gravity and air resistance
Geography
Understanding distance and measurement, spatial awareness, direction and pathways
PSHE
Teamwork and collaboration, decision-making processes, listening to others' ideas, building confidence through challenge
Teacher Guidance
Positioning
Stand where all groups/lanes are visible, move between groups during activities to provide individual feedback
Observation Focus
Watch for stride consistency, hurdle technique, safety compliance, and teamwork quality
Intervention Points
Step in if students struggling with stride counting, technique breaking down, or safety rules ignored
Demonstration Notes
Show all movements slowly first, then at full speed. Emphasise stride counting audibly and use clear arm actions to show coordination
Verbal Cues
- •'Count your strides!'
- •'Lead with the leg closest to the obstacle!'
- •'Keep that rhythm flowing!'
- •'Return down the side for safety!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 20m clear indoor space or outdoor athletics area free from obstacles
Surface Check
Non-slip surface checked for hazards, appropriate for running activities
Equipment Safety
Safety Checks
- •Mini hurdles properly assembled and stable
- •Cones placed securely and visible
- •Equipment spaced adequately to prevent collisions
Risk Management
Key Risks
- •Collisions between students during running activities
- •Falls when negotiating obstacles
- •Equipment-related injuries from unstable hurdles
- •Fatigue-related accidents during intensive activity
Risk Mitigation
- •Clear boundaries and movement patterns established
- •Gradual progression from low to higher obstacles
- •Mandatory side return paths to prevent collisions
- •Adequate rest periods between intensive activities
- •Proper warm-up and technique instruction
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during activities
- •Monitor fatigue levels during intensive running
- •Ensure hurdle height appropriate for age group
- •Check students follow safety return paths
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, ensure other students remain safely positioned