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Lesson 5 - Sprint Technique and Racing

Athletic Foundations: Endurance to Power

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Year 3

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Health Related Fitness

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45 min

Big Question

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

Cones

20-30

Mark sprint lanes and turning points clearly

Alternative: Markers, chalk lines, bean bags

SAQ Ladders

3-4

Flat on ground with clear approach and exit space

Alternative: Chalk ladder patterns, rope ladders

Low Hurdles

12-16

15cm high maximum, spaced 3-4 metres apart

Alternative: Pool noodles on cones, chalk lines

Stopwatch

Visible and audible for timing activities

Alternative: Phone timer, countdown app

Video Device

For filming student reflections and assessments

Alternative: Phone camera, tablet

Key Vocabulary

Sprint

Running as fast as possible over a short distance

Acceleration

Getting faster and faster from a standing start

Knee Drive

Lifting the front knee high with each stride for power

Pumping Arms

Moving arms back and forth quickly to help with speed

Starting Position

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

Maintains sprint technique for 15-20 metres

Shows clear difference between jogging and sprinting

Demonstrates understanding of body positioning for speed

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