Lesson 5 - Pacing and Distance Running
Sprint to Endurance
•Year 4
•Athletics
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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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
Place at 10m intervals around circular track
Alternative: Bean bags, markers, chalk marks
Distribute to students before starting timing activities
Alternative: Mobile phone timers, large wall clock with second hand
For setting up 10m intervals accurately
Alternative: Pre-measured athletics track, playground markings
For recording cone counts and scores
Alternative: Whiteboard and markers for group recording
Key Vocabulary
Running at a steady speed that can be maintained over a longer distance
The ability to continue physical activity for an extended period without getting too tired
Running events that are longer than sprint races, requiring sustained effort
When a runner begins moving before the starting signal is given
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
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