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Lesson 6 - Distance Running & Pacing

Sprint to Endurance

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Year 4

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Athletics

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Big Question

How can understanding pacing and race tactics help us become better distance runners?

Learning Objectives

Understand and apply tactical decisions when running for distance
Demonstrate effective pacing strategies over extended distances
Apply collaborative teamwork skills in relay race situations

Key Outcomes

Students will run with controlled pacing over 3 laps maintaining form
Students will understand the consequences of poor pacing decisions
Students will work effectively as a team to complete the 12-lap relay challenge

Equipment & Resources Required

Cones

20-30

Create circular track approximately 100m circumference

Alternative: Markers, spots, or chalk lines for track boundary

Relay Baton

8-10

One baton per team for identification of current runner

Alternative: Bean bags, tennis balls, or coloured bands

Stopwatch

For timing races and monitoring pace intervals

Alternative: Smartphone timer, digital watch

Bibs

24-30

Different colours for each team identification

Alternative: Coloured pinnies, house colours, or team cards

Key Vocabulary

Pacing

Running at a controlled, steady speed to conserve energy for the full distance

Sprint finish

Using saved energy to run faster in the final part of a race

False start

Starting to run before the official start signal is given

Distance running

Running events that are longer than sprints, requiring endurance and pacing

Race tactics

Strategic decisions made during a race to improve performance and position

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running technique with arms and legs coordination
Understanding of sprinting vs jogging differences
Experience with simple running games and relays

Current Skills

Pacing strategies for distance running
Race tactics including sprint finishes
Team collaboration in relay situations

Next Steps

Advanced pacing for longer distances (5+ laps)
Individual time trials with personal pacing plans
Cross-country running with varied terrain

Milestone Indicators

Maintains consistent pace over 3 laps without walking

Demonstrates understanding of energy conservation

Shows tactical awareness in competitive situations

Key Teaching Points

Pacing means running at a controlled speed to save energy for the full distance
Sprinting at the start of distance races leads to fatigue and poor performance
Good distance running form includes head up, arms pumping, and springy feet
Effective teams plan tactics together and support each other throughout races
Sprint finishes are only possible if runners have conserved energy through good pacing
Race tactics involve strategic decisions about when to speed up or maintain steady pace
Team communication and encouragement are crucial for relay race success

Common Misconceptions

Thinking pacing means running slowly throughout - correct by showing it means running smartly to save energy for when needed
Believing the fastest starter always wins - demonstrate through tactical races how sprint starters fade
Assuming only the strongest runner should do most laps - show how tactical use of all team members is more effective
Not understanding why sprint finishes work - explain the energy conservation principle clearly
Thinking tactics don't matter in running - demonstrate through contrasting race examples how tactics determine outcomes

SEN Adaptations

ADHD

Clear, immediate feedback on pacing decisions, varied activities to maintain engagement, specific roles within team activities

dyspraxia

Extra practice with relay changeovers, simplified tactical planning, focus on personal pacing improvement rather than complex team tactics

autism spectrum

Clear visual schedule of lesson activities, predictable track layout, quiet zones available if competitive noise becomes overwhelming

visual impairment

Use brightly coloured cones for track marking, verbal descriptions of track layout, buddy system for guidance around track

hearing impairment

Visual start signals using flags or lights, clear visual demonstrations of pacing concepts, written tactical planning sheets

physical disability

Modify distances as appropriate, wheelchair racing versions, alternative roles such as lap counting or tactical coaching

Cross-Curricular Links

English

Tactical vocabulary, communication during team planning, explaining strategies and reflecting on performance

Maths

Lap counting, timing races, calculating team strategies and distributions, measuring track distances

Science

Understanding oxygen and energy systems, heart rate changes with exercise intensity, physiological effects of different pacing strategies

PSHE

Teamwork and collaboration, leadership skills, problem-solving under pressure, supporting others in challenging situations

Teacher Guidance

Positioning

Move around track perimeter for optimal viewing of all runners, position at changeover zones during relays

Observation Focus

Watch for pacing consistency, team communication, tactical decision-making, and running form

Intervention Points

Step in if students show signs of overexertion, poor sportsmanship, or unsafe changeover practices

Demonstration Notes

Use contrasting examples - show good vs poor pacing, demonstrate tactical decisions through running alongside students

Verbal Cues

•'Think about your pacing!'
•'Save energy for your sprint finish!'
•'Communicate with your team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor space minimum 40m x 40m for circular track, or suitable indoor hall

Surface Check

Even, non-slip surface free from holes, debris, or wet patches that could cause slips

Equipment Safety

Safety Checks

•Check relay batons have no sharp edges or cracks
•Ensure cones are stable and visible
•Stopwatches functioning correctly for timing

Risk Management

Key Risks

•Collisions during relay changeovers
•Overexertion during competitive racing
•Slips and falls on track surface

Risk Mitigation

•Clear changeover zones established and practiced
•Monitor students for signs of overexertion throughout
•Adequate spacing between teams during activities
•Progressive build-up from gentle jog to racing pace

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all running areas
•Particular attention to changeover zones during relays
•Monitor competitive intensity and student welfare

Emergency Procedures

Stop activity immediately, assess injury, provide first aid as required, ensure other students remain safe and supervised