Lesson 5 - Sprint Technique and Racing
Athletic Foundations: Endurance to Power
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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How can I use my whole body to sprint as fast as possible?
Learning Objectives
- Develop proper sprinting technique including start and finish positions
- Understand how different body parts work together for speed
- Practice self-assessment and recognising success in others
Key Outcomes
- All students will demonstrate basic sprinting technique with support
- Most students will show improved speed through correct technique
- Some students will consistently apply sprinting technique in race situations
Equipment & Resources Required
Mark sprint lanes and turning points clearly
Alternative: Markers, chalk lines, bean bags
Flat on ground with clear approach and exit space
Alternative: Chalk ladder patterns, rope ladders
15cm high maximum, spaced 3-4 metres apart
Alternative: Pool noodles on cones, chalk lines
Visible and audible for timing activities
Alternative: Phone timer, countdown app
For filming student reflections and assessments
Alternative: Phone camera, tablet
Key Vocabulary
Running as fast as possible over a short distance
Getting faster and faster from a standing start
Lifting the front knee high with each stride for power
Moving arms back and forth quickly to help with speed
The ready position before beginning a sprint race
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping safely
- Understanding of fast and slow movement
- Simple relay race participation
Current Skills
- Proper sprint start position and technique
- Coordinated arm and leg movement for speed
- Race finishing techniques and safety
Next Steps
- Sprint relay changeovers and techniques
- Distance running vs sprinting differences
- Sports-specific speed and agility training
Milestone Indicators
Key Teaching Points
- Sprint starts should begin with eyes looking down, not at the starter
- Short, quick strides at the start gradually lengthening as speed builds
- Arms pump parallel to the body, not across it
- High knee drive provides power and efficient stride length
- Maintain technique even when tired or under race pressure
- Always run THROUGH the finish line, never slow down early
- Self-assessment and recognising others' success are key learning skills
Common Misconceptions
- Thinking only about legs for running speed - arms and body position are equally important
- Believing longer strides are always faster - quick frequency often more effective
- Looking up at the start line instead of keeping eyes down for proper body position
- Thinking you should slow down at the finish line instead of running through it
- Believing natural ability is fixed - technique and practice always improve performance
SEN Adaptations
ADHD
- Shorter station durations, clear boundaries, regular position changes, immediate feedback and praise
dyspraxia
- Break down technique into smaller steps, extra practice time, use of visual cues and demonstrations
autism spectrum
- Clear routine structure, visual schedule of stations, quiet space available if needed, consistent signals
visual impairment
- Use bright coloured cones for lane markers, verbal descriptions of sprint technique, buddy system for guidance
hearing impairment
- Clear visual signals for start/stop, demonstrate all techniques, use hand signals for communication
physical disability
- Wheelchair racing techniques, seated sprint exercises, modified distances and speeds as appropriate
Cross-Curricular Links
Maths
Timing races, measuring distances, counting steps and stride patterns, calculating improvements
Science
Forces and motion, acceleration and momentum, how muscles work together for movement
PSHE
Self-assessment skills, recognising achievement in others, teamwork and sportsmanship
Teacher Guidance
Positioning
Move between stations during circuit, central position for races and demonstrations
Observation Focus
Sprint technique development, effort levels, team cooperation and safety
Intervention Points
Step in if technique significantly deteriorates, unsafe behaviour, or lack of effort
Demonstration Notes
Use exaggerated movements for visibility, show both correct and incorrect technique for comparison
Verbal Cues
- •'Quick feet, strong arms!'
- •'Drive those knees up!'
- •'Head still, eyes forward!'
- •'Run THROUGH the line!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area minimum 30m x 40m with clear boundaries
Surface Check
Even, dry surface free from holes, debris or slippery areas
Equipment Safety
Safety Checks
- •Check all cones are stable and visible
- •Ensure hurdles are appropriate height (maximum 15cm)
- •Ladders laid flat without trip hazards
- •Adequate space around all equipment
Risk Management
Key Risks
- •Collisions during sprint activities
- •Falls due to sudden direction changes
- •Overexertion in high-intensity activities
- •Equipment-related trips or falls
Risk Mitigation
- •Clear sprint lanes with adequate spacing
- •Proper warm-up before high-intensity activities
- •Progressive build-up of intensity
- •Clear start and stop signals
- •Adequate rest periods between efforts
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all station activities
- •Monitor fatigue levels throughout lesson
- •Ensure proper spacing during competitive activities
- •Watch for technique breakdown indicating fatigue
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, clear area if needed