Lesson 2 - Sprinting Technique & Speed
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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- Assessment guidance & success criteria
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How can proper technique help me run faster and more efficiently?
Learning Objectives
- To develop fundamental sprinting technique using opposite arm to leg coordination
- To improve speed through correct body positioning and movement patterns
- To understand the importance of technique in athletic performance
Key Outcomes
- Students will demonstrate proper sprinting form with coordinated arm and leg movements
- Students will show improved running speed through technique application
- Students will provide constructive feedback to help partners improve
Equipment & Resources Required
Place around perimeter and for marking distances
Alternative: Markers, beanbags, or chalk marks
For timing and start signals
Alternative: Voice commands or hand signals
To accurately mark 20m and 30-50m distances
Alternative: Pre-measured distances marked with cones
Key Vocabulary
Running as fast as possible over a short distance
Using opposite arm to leg when running for better balance and speed
The part of your foot between toes and arch, used for running
Starting position with one foot forward, knees bent, body leaning slightly forward
The correct way to perform a skill to be most effective
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping on command
- Understanding of personal space and movement safety
- Ability to follow simple movement instructions
Current Skills
- Coordinated arm and leg movement in sprinting
- Correct foot placement and posture
- Partner observation and feedback skills
Next Steps
- Sprint starts from crouched position
- Maintaining speed over longer distances
- Competitive sprint racing techniques
Milestone Indicators
Key Teaching Points
- Run on the balls of your feet for speed and efficiency
- Use opposite arm to leg coordination for balance and power
- Keep elbows bent at 90 degrees, hands moving from pocket to mouth
- Maintain high knees and forward head position
- Start from ready stance with one foot forward
- Provide specific, encouraging feedback to help others improve
- Demonstrate good sportsmanship in all competitive activities
Common Misconceptions
- Thinking that running flat-footed is faster - correct by emphasising balls of feet for spring and speed
- Moving same arm and leg together - practice opposite coordination slowly then build speed
- Looking down while running affects balance - encourage forward focus with superhero analogy
- Arm swing across body wastes energy - teach straight forward-back motion from pocket to mouth
- Competition is only about winning - emphasise personal improvement and supporting others
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and expectations, movement breaks between instruction, positive reinforcement systems
dyspraxia
- Break technique into smaller steps, more practice time for coordination, visual and verbal cues combined, celebrate effort over outcome
autism spectrum
- Clear structure and routine for activities, visual schedule of lesson sections, quiet reflection time, consistent partner pairings
visual impairment
- Use verbal descriptions of technique, tactile guidance for body positioning, audio cues for start/stop, bright coloured cones for visibility
hearing impairment
- Visual start signals instead of whistle, clear demonstrations of all technique points, written technique reminders, partner support for instructions
physical disability
- Adapt sprinting to ability level - wheelchair racing, walking pace technique focus, upper body only movements, seated coaching roles
Cross-Curricular Links
English
Vocabulary development with technique terms, giving clear instructions and feedback, listening skills during coaching
Maths
Measuring 20m and 30m distances, timing 3-second intervals, counting repetitions and comparing distances
Science
Understanding how muscles work during exercise, forces needed for acceleration, heart rate changes during activity
PSHE
Teamwork and cooperation, giving and receiving feedback respectfully, celebrating others' success, perseverance through challenge
Teacher Guidance
Positioning
Central position to observe all students, move between pairs during technique practice
Observation Focus
Sprint technique, safety awareness, peer coaching quality, sportsmanship behaviours
Intervention Points
Step in for unsafe practice, incorrect technique teaching, poor sportsmanship, signs of fatigue
Demonstration Notes
Exaggerate technique points for clarity, use positive examples from students, show rather than just tell
Verbal Cues
- •'Balls of feet - bouncy like a kangaroo!'
- •'Pocket to mouth with your arms!'
- •'Head up like a superhero!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area with additional 10m run-through space
Surface Check
Dry, level surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Cones placed securely and visible to all students
- •No trip hazards from equipment left in running areas
- •Whistle checked for clear, audible sound
Risk Management
Key Risks
- •Collisions between students during sprinting
- •Muscle strain from inadequate warm-up
- •Falls due to poor surface or overexertion
- •Overexertion leading to dehydration or exhaustion
Risk Mitigation
- •Clear lane boundaries established with adequate spacing
- •Thorough warm-up including dynamic movements
- •Progressive intensity building from gentle jogging to sprinting
- •Regular breathing and recovery breaks
- •Clear stopping and turning procedures taught
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all sprint lanes simultaneously
- •Monitor individual students for signs of fatigue or distress
- •Ensure safe starting and stopping procedures
- •Watch for proper technique to prevent injury
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, clear safe pathway for emergency services if needed