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Lesson 5 - Pacing and Distance Running

Sprint to Endurance

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Year 4

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Athletics

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1h 18min

Big Question

How can we train our bodies to run longer distances without stopping?

Learning Objectives

To understand the difference between sprinting and distance running
To develop pacing strategies for sustained running
To improve running technique for distance events

Key Outcomes

Students will demonstrate proper distance running technique
Students will successfully pace themselves over extended periods
Students will understand the consequences of poor pacing in endurance events

Equipment & Resources Required

Cones

20-30

Place at 10m intervals around circular track

Alternative: Bean bags, markers, chalk marks

Stopwatch

15 (1 per pair)

Distribute to students before starting timing activities

Alternative: Mobile phone timers, large wall clock with second hand

Measuring Tapes

For setting up 10m intervals accurately

Alternative: Pre-measured athletics track, playground markings

Pencils

15 sets

For recording cone counts and scores

Alternative: Whiteboard and markers for group recording

Key Vocabulary

Pacing

Running at a steady speed that can be maintained over a longer distance

Endurance

The ability to continue physical activity for an extended period without getting too tired

Distance Running

Running events that are longer than sprint races, requiring sustained effort

False Start

When a runner begins moving before the starting signal is given

Stride

One complete step including both left and right foot placement

Skill Progression Pathway

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

Prior Learning

Basic running movements and coordination
Understanding of fast and slow movement
Experience with partner work and turn-taking

Current Skills

Distance running technique with proper posture
Pacing strategies for sustained effort
Self-regulation of effort and speed

Next Steps

Advanced pacing strategies for different distances
Introduction to athletics track events
Training methods for endurance improvement

Milestone Indicators

Can run continuously without walking for 2+ minutes

Shows understanding of energy conservation in distance running

Demonstrates consistent technique throughout sustained effort

Key Teaching Points

Pacing is the key skill for distance running - start conservatively and maintain consistency
Distance running technique differs from sprinting - emphasise head up, relaxed arms, light feet
Mental resilience is as important as physical fitness in endurance activities
Partner support and encouragement significantly improves performance and enjoyment
Personal improvement and effort are more important than comparing speeds with others
Proper warm-up and cool-down are essential for sustained exercise activities
Self-regulation of effort prevents early fatigue and enables goal achievement

Common Misconceptions

All running should be done at maximum speed - explain different speeds for different purposes
Distance running is just about being naturally fast - emphasise technique and strategy importance
You should stop if you feel tired - teach difference between fatigue and dangerous exhaustion
Longer strides always mean faster running - explain efficiency vs speed in distance running
Breathing should be controlled consciously - teach natural rhythm development

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement positively to maintain focus

dyspraxia

Allow extra practice time for coordination, simplify instructions, provide physical support during technique practice

autism spectrum

Provide clear structure and routine, use visual timetables, offer quiet space if overwhelmed by group activity

visual impairment

Use bright coloured cones, provide verbal cues for track boundaries, assign sighted running partner for guidance

hearing impairment

Use visual signals for start/stop, provide written instruction cards, ensure clear sight lines for demonstrations

physical disability

Modify distances and times as appropriate, allow wheelchair participation on suitable surface, focus on personal improvement

Cross-Curricular Links

Maths

Multiplication concepts (cone count × 10), time measurement in seconds, data recording and comparison

Science

Understanding energy systems, heart rate and breathing changes, effects of exercise on the body

Geography

Understanding of distance and space, directional movement, scale and measurement

PSHE

Resilience and perseverance, goal-setting, supporting others, managing challenge and frustration

Teacher Guidance

Positioning

Move around track perimeter to maintain visual contact with all students, position centrally during demonstrations

Observation Focus

Monitor pacing consistency, technique maintenance under fatigue, signs of overexertion, partner cooperation

Intervention Points

Step in if students start too fast despite instruction, provide encouragement during challenging moments, correct technique breakdowns

Demonstration Notes

Use clear, exaggerated movements to show technique differences, demonstrate sustainable vs unsustainable pace, model positive encouragement

Verbal Cues

•'Head up, eyes forward!'
•'Relax those shoulders!'
•'Light on your feet!'
•'Trust your pace, don't race others!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 30m clear area for circular track, additional space for stretching

Surface Check

Level surface free from holes, debris, or wet patches that could cause slips

Equipment Safety

Safety Checks

•Ensure cones are weighted or stable to prevent tipping
•Check stopwatches are working and easily readable
•Position equipment away from running area when not in use

Risk Management

Key Risks

•Overexertion leading to exhaustion or injury
•Collisions between students on track
•Trips or falls due to surface conditions
•Heat-related issues during sustained exercise

Risk Mitigation

•Progressive build-up from short to longer efforts
•Clear directional movement around track
•Regular safety checks of running surface
•Adequate rest periods and hydration breaks
•Teacher positioned for maximum visibility of all students

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during sustained running
•Monitor for signs of overexertion or distress
•Ensure adequate spacing between students on track

Emergency Procedures

Stop activity immediately if any student shows signs of distress, provide rest and shade, have water available, know location of first aid kit