Lesson 1 - Sprint Start & Reaction Time
Technical Foundations
•Year 4
•Athletics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can mastering the perfect start give athletes a winning advantage in sprint races?
Learning Objectives
- Use the correct technique to start a sprint race
- Develop coordination to improve running speed
- Understand the importance of reaction time in competitive athletics
Key Outcomes
- Students will demonstrate proper sprint start position and technique
- Students will show improved coordination through agility ladder work
- Students will explain the three phases of sprint acceleration
Equipment & Resources Required
Mark 10m, 20m, 30m distances and ladder spaces if no agility ladders
Alternative: Markers, bean bags, or painted lines
One per team, positioned for clear run-through
Alternative: Cones spaced 30cm apart in lines
For timing relay activities
Alternative: Smartphone timer app
For assessment and technique feedback
Alternative: Smartphone or tablet
Key Vocabulary
The beginning technique used to launch into a sprint race
How quickly an athlete responds to the starter's 'Go' command
The period when a runner gradually increases speed from start
The first 10 metres where runners stay low and pump legs hard
Training equipment with rungs spaced to improve foot speed and coordination
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique
- Understanding of 'ready position' in sports
- Experience with following starter commands
Current Skills
- Sprint start technique from standing position
- Three-phase acceleration pattern
- Coordination through agility ladder work
Next Steps
- Block starts for advanced athletes
- Longer distance sprinting technique
- Race tactics and lane discipline
Milestone Indicators
Key Teaching Points
- Sprint starts require explosive power from back foot with forward lean on SET
- Eyes focus 5 metres ahead, never on the starter or other runners
- Three distinct phases: Drive (0-10m low), Transition (10-20m rising), Speed (20-30m upright)
- Arms provide crucial power - drive hard initially then settle into rhythm
- Agility ladder work develops quick, light footwork essential for sprint starts
- Quality technique always prioritised over pure speed in all activities
- Sustained performance means maintaining good form when tired or under pressure
Common Misconceptions
- Misconception: Faster runners always win races. Reality: Better technique and starts often beat raw speed
- Misconception: You should look at the starter when waiting for GO. Reality: Eyes should focus down the track
- Misconception: Stand up immediately after the start. Reality: Stay low for first 10 metres to build power
- Misconception: Sprint as fast as possible from the gun. Reality: Build speed progressively through three phases
- Misconception: Heavy footfalls create more power. Reality: Light, quick contacts on balls of feet generate speed
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries and expectations, regular positive feedback, movement built into all sections
dyspraxia
- Simplified coordination patterns, extra practice time, breaking skills into smaller steps, peer buddy support
autism spectrum
- Clear routine structure, visual schedule of activities, quiet reflection time, predictable activity progression
visual impairment
- Use bright coloured cones for markers, clear verbal descriptions of technique, buddy system for guidance
hearing impairment
- Visual hand signals for start commands, written technique cards, demonstration-heavy teaching approach
physical disability
- Adapted start positions (seated or supported), modified distances, alternative to agility ladder using wider spaces
Cross-Curricular Links
English
Technical vocabulary development, giving and receiving constructive feedback, following multi-step instructions
Maths
Measuring sprint distances, timing reactions, counting ladder rungs and calculating step frequencies
Science
Forces and motion in sprint acceleration, reaction times in nervous system, energy transfer in explosive movements
PSHE
Setting personal goals, supporting teammates, dealing with competition pressure, celebrating diverse achievements
Teacher Guidance
Positioning
Stand at 45-degree angle to sprint lanes for optimal view of technique and safety
Observation Focus
Watch for sprint start technique, sustained effort, and peer interaction quality
Intervention Points
Step in if students losing technique focus, showing fatigue affecting safety, or needing encouragement
Demonstration Notes
Demonstrate: Exaggerate body positions for visibility, use slow-motion for complex skills, involve students in demonstrations when possible
Verbal Cues
- •'Listen for the G in GO!'
- •'Stay low and drive hard!'
- •'Light and quick through the ladder!'
- •'Quality technique beats pure speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for sprinting, no loose equipment
Equipment Safety
Safety Checks
- •Agility ladders laid flat with no trip hazards
- •Cones positioned safely away from sprint lanes
- •Check video equipment secured and out of running areas
Risk Management
Key Risks
- •Collisions between sprinters in adjacent lanes
- •Trips and falls from agility ladder work
- •Muscle strains from explosive sprint starts
Risk Mitigation
- •Clear lane boundaries established and maintained
- •Adequate warm-up before explosive movements
- •Progressive skill building from standing starts to explosive starts
- •Proper spacing between students during all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all sprint lanes
- •Monitor high-activity areas like ladder stations
- •Watch for signs of fatigue affecting technique and safety
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, seek additional support if needed