Lesson 1 - Sprint Starts and Acceleration
Technique & Excellence
•Year 3
•Athletics
•Start Planning Better PE Lessons
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How can we use our body position and technique to explode out of the starting blocks like a rocket?
Learning Objectives
- Use the correct technique to start a sprint race with proper body positioning
- Develop coordination through controlled acceleration phases
- Demonstrate ability to sustain performance and maintain technique under pressure
Key Outcomes
- Students will execute a three-phase sprint start with low, powerful drive phase
- Students will show improved coordination through agility ladder work
- Students will sustain quality technique throughout sprint relay activities
Equipment & Resources Required
Place ladders 2m from starting line for each group
Alternative: Cones spaced 30cm apart, chalk lines, rope ladders
Mark 10m, 20m, and 30m distances clearly for each lane
Alternative: Chalk marks, tape on ground, natural markers
Clearly marked starting positions 2m from activity area
Alternative: Chalk line, rope, cones in a line
Position to capture sprint starts and technique for assessment
Alternative: Mobile phone, digital camera
Key Vocabulary
The first 10 metres of a sprint where the body stays low and generates maximum power from the legs
The middle phase (10-20m) where the body gradually rises to upright running position
The final phase (20m+) where the athlete runs at full upright speed
The sequence 'On your marks', 'Set', 'Go' used to start races fairly
How quickly an athlete responds to the starting signal
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique with arm and leg coordination
- Understanding of starting positions in various activities
- Experience with listening and responding to commands
Current Skills
- Three-phase sprint start technique
- Coordination through agility ladder work
- Sustained performance in competitive situations
Next Steps
- Advanced sprint techniques including bend running
- Longer distance running with pacing strategies
- Team relay handover techniques
Milestone Indicators
Key Teaching Points
- Sprint starts require low body position for maximum power generation
- Three-phase acceleration: low drive (0-10m), transition (10-20m), upright speed (20m+)
- Quick, light feet in agility work develop coordination for sprint acceleration
- Listening for the 'G' sound in 'Go' improves reaction time
- Quality technique should always be prioritised over speed
- Sustained performance requires proper warm-up and pacing
- Peer feedback develops observation skills and technical understanding
Common Misconceptions
- Students think standing up quickly after starting makes them faster - emphasise staying low
- Believing louder commands mean faster starts - focus on listening quality not volume
- Thinking bigger steps are always better - teach short, quick steps for acceleration
- Assuming winning the race means best technique - separate speed from skill quality
- Believing sprint technique is natural and doesn't need practice - emphasise skill development
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular positive feedback and movement breaks
dyspraxia
- Simplified coordination tasks, extra practice time, focus on gross motor movements
autism spectrum
- Clear routine structure, visual schedule of activities, quiet spaces available for breaks
visual impairment
- Use verbal cues for starting positions, tactile markers for distance, buddy system for guidance
hearing impairment
- Visual starting signals, clear demonstrations, written instruction cards available
physical disability
- Adapted starting positions, modified sprint distances, focus on personal improvement
Cross-Curricular Links
English
Technical vocabulary development, listening skills for commands, descriptive language for peer feedback
Maths
Measuring distances at 10m, 20m, 30m intervals, counting steps in agility ladder, timing sequences
Science
Forces and motion in sprint starts, friction between feet and ground, energy transfer in acceleration
PSHE
Goal setting for personal improvement, resilience through practice, teamwork and peer support
Teacher Guidance
Positioning
Central position with clear sight lines to all activity areas, mobile during activities for individual feedback
Observation Focus
Sprint start technique, sustained effort quality, coordination through agility work, peer interaction
Intervention Points
Poor technique that could cause injury, excessive fatigue, unsafe behaviour, lack of engagement
Demonstration Notes
Use exaggerated movements to show technique clearly, demonstrate both correct and incorrect examples, involve confident students in demonstrations
Verbal Cues
- •'Low and powerful for the first 10 metres!'
- •'Listen for the G in Go!'
- •'Light, quick feet through the ladder!'
- •'Quality technique is more important than speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 20m clear area for sprint lanes and warm-up activities
Surface Check
Level, non-slip surface free from holes, debris, or water hazards
Equipment Safety
Safety Checks
- •Agility ladders flat and secure to prevent tripping
- •Cones positioned safely away from sprint lanes
- •Video equipment positioned out of activity area
Risk Management
Key Risks
- •Collisions during sprint starts or warm-up activities
- •Trips or falls from agility ladder work
- •Overexertion during sustained running activities
- •Muscle strains from explosive sprint movements
Risk Mitigation
- •Clear lane separation with adequate spacing between groups
- •Progressive warm-up before explosive movements
- •Emphasis on technique over speed to prevent overexertion
- •Regular hydration breaks and fatigue monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during sprint activities
- •Monitor warm-up for signs of overexertion
- •Watch agility ladder area for safe foot placement
- •Ensure proper rest periods between intense efforts
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, apply appropriate first aid, contact emergency services if required