Lesson 2 - Accelerating over Short Distances
Biomechanics in Athletics
•Year 4
•Athletics
•Start Planning Better PE Lessons
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How can we use our bodies like powerful machines to accelerate quickly over short distances?
Learning Objectives
- Assess what fast running feels like to accelerate over short distances
- Practice and perform running at speed using appropriate technique
- Compete over short distances against self and others with improved acceleration
Key Outcomes
- Students will demonstrate understanding of acceleration principles through body positioning
- Students will show improved sprinting technique with effective arm action
- Students will compete fairly while applying learned acceleration skills
Equipment & Resources Required
Mark 20m sprint lanes and finish lines
Alternative: Markers, bean bags, chalk lines
Accurately measure 20m sprint distances
Alternative: Pre-measured distances marked permanently
One per group for timing activities
Alternative: Smartphone timer apps, large visible timer
Distinguish teams and pairs for activities
Alternative: Coloured bands, team tags
Key Vocabulary
The process of increasing speed gradually and smoothly
The initial phase of sprinting where body is low and driving forward
Moving arms backwards and forwards rhythmically to assist running
The front part of the foot used for landing when sprinting
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique and spatial awareness
- Understanding of speed variations
- Experience with simple competitive activities
Current Skills
- Acceleration technique and body positioning
- Effective arm action during sprinting
- Competitive sprinting over short distances
Next Steps
- Maintaining speed over longer distances
- Advanced starting techniques
- Relay racing and baton passing
Milestone Indicators
Key Teaching Points
- Arms pumping backwards and forwards assists acceleration and maintains balance
- Running on balls of feet provides better power transfer and reduces impact
- Explosive starts from lying position develop quick reaction and acceleration
- Maintaining technique under pressure and fatigue demonstrates mastery
- Different starting positions create tactical advantages and challenges
- Group coordination requires communication and spatial awareness
- Acceleration is about gradual speed increase rather than immediate maximum speed
Common Misconceptions
- Faster always means better - correct: technique and control are equally important
- Arms should cross the body - correct: arms move backwards and forwards parallel to running direction
- Sprint on heels for power - correct: ball of foot contact provides better acceleration
- Start at maximum speed immediately - correct: acceleration is gradual speed building
- Competition is only about winning - correct: focus on technique improvement and personal bests
- Longer strides are always better - correct: appropriate stride length varies with individual and acceleration phase
SEN Adaptations
ADHD
- Keep activities short and varied, provide clear boundaries, offer regular positive feedback and movement breaks
dyspraxia
- Break down movements into smaller parts, allow extra practice time, use larger equipment if beneficial
autism spectrum
- Provide clear structure and routine, use visual timetables, allow quiet zones for breaks if needed
visual impairment
- Use brightly coloured markers, provide verbal descriptions of all demonstrations, assign sighted partner for activities
hearing impairment
- Use clear visual signals for starts, provide written instructions, ensure face-to-face communication
physical disability
- Adapt distances according to ability, allow wheelchair racing variations, focus on individual improvement rather than comparison
Cross-Curricular Links
English
Action vocabulary development, descriptive language for movement, following and giving clear instructions
Science
Forces and motion - understanding acceleration, friction between feet and ground, energy transfer in movement
PSHE
Personal challenge and goal setting, working cooperatively, showing resilience when facing difficulties
Teacher Guidance
Positioning
Stand at corner of area for maximum visibility, move between groups during activities
Observation Focus
Watch for explosive starts, arm action coordination, safe spatial awareness
Intervention Points
Step in if technique is unsafe, students showing signs of overexertion, or unfair competition developing
Demonstration Notes
Show exaggerated arm action for visibility, model explosive starts, demonstrate safe overtaking in group activities
Verbal Cues
- •'Drive with your arms!'
- •'Explode from the start!'
- •'Stay in your lanes!'
- •'Pump those arms!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m area, preferably grass or suitable athletics surface
Surface Check
Ensure surface is level, dry and free from holes or debris that could cause trips
Equipment Safety
Safety Checks
- •Cones placed securely and visible
- •No equipment left in running lanes during activities
- •Measuring equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during sprint activities
- •Falls due to rapid direction changes
- •Overexertion during repeated high-intensity efforts
- •Muscle strains from inadequate warm-up
Risk Mitigation
- •Clear lane boundaries established with adequate spacing
- •Staggered starts for sprint activities
- •Progressive intensity build-up through gear warm-up
- •Regular monitoring of fatigue levels
- •Clear signals for start and stop commands
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all sprint lanes
- •Move between groups during activities
- •Monitor technique and fatigue levels continuously
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, contact emergency services if required