Lesson 1 - Sprinting Techniques
Speed, Power & Fair Play
•Year 3
•Athletics
•Start Planning Better PE Lessons
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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
Distributed around teaching area for various activities
Alternative: Bean bags, tennis balls, or any small markers
10m, 20m, and 30-50m distances clearly marked
Alternative: Pre-marked distances on playground
For timing 5-second personal best attempts
Alternative: Mobile phone timer or counting
Key Vocabulary
Running as fast as possible over a short distance
The correct way to perform a skill or movement
Your own best achievement that you try to improve
Lifting knees up high when running to create more power
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
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