🏃

Lesson 1 - Sprinting Techniques

Speed, Power & Fair Play

•

Year 3

•

Athletics

•

45 min

Big Question

How can we use proper technique to run faster and achieve our personal best?

Learning Objectives

To develop correct sprinting technique with bent elbows and high knee drive
To understand how technique affects running speed and efficiency
To improve personal best distances through practice and feedback

Key Outcomes

Students will demonstrate sprinting with bent elbows moving hands from pocket to mouth
Students will achieve or improve their personal best 5-second sprint distance
Students will provide constructive feedback to partners on sprinting technique

Equipment & Resources Required

Cones

Distributed around teaching area for various activities

Alternative: Bean bags, tennis balls, or any small markers

Measuring Tapes

4-6 sets

10m, 20m, and 30-50m distances clearly marked

Alternative: Pre-marked distances on playground

Stopwatch

For timing 5-second personal best attempts

Alternative: Mobile phone timer or counting

Key Vocabulary

Sprinting

Running as fast as possible over a short distance

Technique

The correct way to perform a skill or movement

Personal Best

Your own best achievement that you try to improve

High Knee Drive

Lifting knees up high when running to create more power

Balls of Feet

The front part of your foot behind your toes

Skill Progression Pathway

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

Prior Learning

Students can run and stop safely
Students understand the concept of taking turns
Students can follow simple movement instructions

Current Skills

Correct sprinting technique with arm and leg coordination
Understanding how technique affects performance
Providing and receiving constructive feedback

Next Steps

Sprint starts and starting positions
Longer distance running with pace management
Relay race techniques and baton passing

Milestone Indicators

Maintains bent elbows throughout sprint

Shows visible high knee drive

Consistently improves personal best distances

Provides specific technical feedback to partners

Key Teaching Points

Bent elbows with hands moving from pocket to mouth level
High knee drive throughout the sprint
Running on balls of feet, not heels
Head looking straight ahead, not down
Opposite arm to leg coordination
Quality technique over maximum speed
Personal improvement focus rather than comparison to others

Common Misconceptions

Faster means better - emphasise technique quality over speed
Arms should be straight - demonstrate why bent elbows are more efficient
Looking down helps balance - show how forward gaze improves technique
Landing on heels is more stable - explain power generation from balls of feet
Personal best means being the fastest - clarify it means individual improvement

SEN Adaptations

ADHD

Frequent activity changes, clear physical boundaries, regular positive feedback, movement breaks

dyspraxia

Simplified technique focus on one component at a time, additional practice time, larger movement patterns

autism spectrum

Clear routine structure, visual schedule of activities, quiet recovery space available

visual impairment

Use bright coloured cones for boundaries, verbal cues for all technique points, buddy system for guidance

hearing impairment

Clear visual demonstrations, hand signals for start/stop, written technique reminders on cards

physical disability

Seated or adapted movement versions, modified distances, focus on arm technique or achievable movements

Cross-Curricular Links

English

Technical vocabulary development, giving clear instructions and feedback, descriptive language for movement quality

Maths

Measuring distances in metres, timing in seconds, comparing personal best data, understanding improvement percentages

Science

Forces and motion in running, how muscles work during sprinting, effects of exercise on heart rate and breathing

PSHE

Personal goals and achievement, working cooperatively with others, resilience when facing challenges, encouraging teammates

Teacher Guidance

Positioning

Stand at corner of teaching area for maximum visibility during activities, move to central position for demonstrations

Observation Focus

Watch for consistent technique application, note students struggling with coordination, identify those ready for extension challenges

Intervention Points

Step in if technique is causing strain or poor performance, redirect focus from competition to technique when needed

Demonstration Notes

Use exaggerated movements for technique components, contrast good and poor technique clearly, involve confident students in demonstrations

Verbal Cues

•'Pocket to mouth with your arms!'
•'Knees up high!'
•'On your toes, not your heels!'
•'Quality over speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m area, clear of obstacles with non-slip surface

Surface Check

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

Equipment Safety

Safety Checks

•Cones securely placed and not creating trip hazards
•Adequate cone supply to mark all boundaries clearly
•Stopwatch functioning properly for accurate timing

Risk Management

Key Risks

•Muscle strains from high-intensity sprinting
•Collisions between students during activities
•Falls due to poor surface or over-exertion
•Overheating from sustained high-intensity activity

Risk Mitigation

•Thorough warm-up with dynamic movements before sprinting
•Clear boundaries and lanes established with cones
•Progressive skill building from technique to speed
•Adequate rest periods between high-intensity efforts
•Emphasis on technique over maximum speed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during sprinting
•Monitor signs of fatigue or overexertion
•Ensure proper technique to prevent injury
•Watch for collisions during relay activities

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school office if medical attention required