Lesson 2 - Sprinting Power and Speed
Whole-Body Technique
•Year 4
•Athletics
•Start Planning Better PE Lessons
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How can I use my whole body to sprint like a champion athlete?
Learning Objectives
- To develop power and speed in sprinting technique through coordinated arm and leg movements
- To understand the biomechanics of efficient sprinting including foot placement and arm action
- To apply sprinting technique in competitive situations whilst maintaining proper form
Key Outcomes
- Students will demonstrate improved fluency and coordination in their sprinting action
- Students will consistently run on the balls of their feet with proper arm movement
- Students will provide constructive feedback to peers on sprinting technique
Equipment & Resources Required
Used for marking start/finish lines, creating tracks, and boundaries
Alternative: Bean bags, marker spots, chalk lines
For timing relay activities and measuring improvement
Alternative: Smartphone timer, countdown timer
For peer assessment and technique feedback recording
Alternative: Whiteboards, observation sheets
Key Vocabulary
Running at maximum speed over a short distance
The ability to move different parts of the body together smoothly and efficiently
Smooth, flowing movement without hesitation or awkwardness
The correct way to perform a skill or movement
The ability to exert maximum force quickly
The part of sprinting where you accelerate to top speed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jogging skills from previous units
- Understanding of moving safely in shared spaces
- Experience with simple competitive games and activities
Current Skills
- Coordinated arm and leg action during sprinting
- Running on balls of feet with proper posture
- Providing peer feedback on technique
Next Steps
- Sprint starts and reaction times
- Relay changeover techniques
- Longer distance running and pacing
Milestone Indicators
Key Teaching Points
- Elbows bent at 90 degrees throughout arm action
- Run on balls of feet with light, quick footsteps
- High knee drive with thigh parallel to ground at maximum lift
- Hands move from pocket to mouth level, not across body
- Head steady looking forward to destination
- Coordinate opposite arm and leg movements naturally
- Maintain technique consistency even when tired or competitive
Common Misconceptions
- Thinking longer strides always mean faster running - actually quick, shorter strides are more efficient
- Believing arms should swing across the body - they should move forward and back parallel to direction of travel
- Assuming landing on heels is natural - sprinting requires ball-of-foot landing for power and speed
- Thinking fastest start wins the race - consistent technique throughout often beats pure speed
- Believing sprinting is just about leg strength - coordination and technique are equally important
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, additional movement breaks, specific roles and responsibilities
dyspraxia
- Simplified technique instructions, additional practice time, larger equipment where possible, focus on one technique element at a time
autism spectrum
- Clear visual schedule of activities, quiet zones for breaks, consistent routines, advance notice of activity changes
visual impairment
- Use bright coloured cones for track marking, verbal descriptions of demonstrations, buddy system for guidance, audio cues for timing
hearing impairment
- Clear visual demonstrations, written technique cards, hand signals for start/stop, visual timing systems
physical disability
- Wheelchair racing adaptations, seated sprint technique, modified distances, alternative role as official timer/coach
Cross-Curricular Links
English
Technical vocabulary development, giving clear instructions and feedback, descriptive language for movement
Maths
Timing activities, measuring distances, counting laps and calculating averages, angle work with arm positions
Science
Forces and motion in sprinting, friction and surface effects, human body systems during exercise, energy transfer
Geography
Understanding directions and spatial awareness, mapping running routes, using compass points for positioning
PSHE
Teamwork and cooperation, determination and resilience, supporting others, goal setting and self-improvement
Teacher Guidance
Positioning
Move around outside of activity area to observe all students, position at finish line during sprint activities
Observation Focus
Watch for consistent technique application, safe running practices, and positive peer interactions
Intervention Points
Step in if students losing technique focus, provide technique reminders, ensure fair play during competitive activities
Demonstration Notes
Always demonstrate from side-on position so students can see leg action clearly. Use slow motion building to full speed. Exaggerate key points for visibility.
Verbal Cues
- •'Elbows bent like carrying boxes!'
- •'Light feet, like running on hot sand!'
- •'Drive those knees up high!'
- •'Eyes forward to your destination!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor area, clear of obstacles and hazards
Surface Check
Level, non-slip surface free from holes, debris, or wet patches
Equipment Safety
Safety Checks
- •Cones positioned safely away from running lanes
- •No sharp edges or damaged equipment
- •Adequate cone visibility for all lighting conditions
Risk Management
Key Risks
- •Collisions during relay changeovers
- •Falls due to poor surface conditions
- •Overexertion in high-intensity sprinting
Risk Mitigation
- •Clear spacing between teams and activities
- •Proper warm-up and cool-down procedures
- •Progressive intensity building throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all sprint lanes and activities
- •Monitor changeover areas during relay activities
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if injury occurs. Assess severity and provide appropriate first aid. Clear communication with other students about continuing or stopping activity.