Lesson 2 - Developing Running for Speed
Sprint to Strategy: Building Running Excellence Through Technique and Tactics
•Year 5
•Athletics
•Start Planning Better PE Lessons
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What makes a runner fast, and how can we apply the correct sprinting technique to improve our speed?
Learning Objectives
- To develop and apply correct sprinting technique including head position, arm action, leg drive, and foot placement
- To understand the biomechanics of efficient running for speed
- To evaluate and improve personal running performance through technique refinement
Key Outcomes
- Students will demonstrate improved sprinting technique with correct head position, arm action, and leg drive
- Students will understand why specific techniques make running faster and more efficient
- Students will be able to observe and provide feedback on sprinting technique to peers
Equipment & Resources Required
Mark out lanes and distance markers
Alternative: Markers, chalk lines, or tape
Measure out 50m and 100m distances
Alternative: Pre-measured track or playground markings
For timing activities and Beat Bolt challenge
Alternative: Mobile phone timers or counting method
For grouping students by ability
Alternative: Different coloured team bands
Key Vocabulary
Running at maximum speed over a short distance
The powerful pushing action of the legs during sprinting
The coordinated movement of arms during running with bent elbows
The area of the foot between toes and arch, used for efficient running
Staying within designated running lanes during races
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and jogging techniques
- Understanding of following directions and staying in designated areas
- Experience with different types of movement patterns
Current Skills
- Correct sprinting technique including head, arms, legs and feet
- Understanding of how technique affects speed and efficiency
- Ability to observe and analyse running performance
Next Steps
- Sprint starts and reaction times
- Running different distances with appropriate pacing
- Relay techniques and baton passing
Milestone Indicators
Key Teaching Points
- Head up and eyes forward for balance and speed
- Arms bent at 90 degrees with pumping action, not swinging across body
- High knee drive generates power and speed in sprinting
- Run on balls of feet for light, springy, efficient movement
- All technique elements must work together for maximum effectiveness
- Technique practice at moderate pace before applying at full speed
- Personal improvement is more important than comparison with others
Common Misconceptions
- Faster runners should look down at their feet - CORRECTION: Head up for better balance and speed
- Straight arms create less wind resistance - CORRECTION: Bent arms provide essential power and rhythm
- Landing on heels is more stable - CORRECTION: Forefoot landing is more efficient and faster
- Bigger steps are automatically faster - CORRECTION: Quick, efficient steps with good technique are faster
- Only legs matter for running speed - CORRECTION: Whole body coordination is essential for maximum speed
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear boundaries and expectations, offer movement breaks, give specific role responsibilities
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use larger equipment markers, focus on one technique element at a time
autism spectrum
- Provide clear routine structure, use visual schedule for lesson sections, allow processing time for instructions, create quiet space if needed
visual impairment
- Use bright coloured cones for lane markers, provide verbal cues for all demonstrations, assign sighted partner for guidance, use tactile markers for distances
hearing impairment
- Use clear visual demonstrations, hand signals for start/stop, written instruction cards, ensure face-to-face communication
physical disability
- Adapt to wheelchair racing techniques, modify distances as appropriate, focus on technique elements that are possible, provide alternative challenges
Cross-Curricular Links
Maths
Measuring distances and times, calculating speeds, comparing data from Beat Bolt challenge, understanding ratios and proportions
Science
Forces and motion - understanding propulsion and resistance, biomechanics of efficient movement, energy systems in the body
Geography
Understanding distance and scale, using measuring skills, spatial awareness and positioning
PSHE
Personal goal setting and achievement, resilience and determination, cooperation and supporting others
Teacher Guidance
Positioning
Stand where you can see all lanes clearly, move between groups during exploration, position at finish line during challenges
Observation Focus
Watch for technique development, effort levels, safety compliance, and understanding demonstrated
Intervention Points
Step in if technique is unsafe, if students are not following instructions, or if anyone appears distressed
Demonstration Notes
Always demonstrate techniques clearly and exaggerate key points for visibility. Use contrasting examples to show right and wrong techniques.
Verbal Cues
- •'Head up, look ahead!'
- •'Drive those knees!'
- •'Pump those arms!'
- •'Light and springy on your feet!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 50m x 30m clear running area, ideally marked athletics track or playground
Surface Check
Even surface free from obstacles, good grip, dry conditions preferred
Equipment Safety
Safety Checks
- •Cones placed safely away from running lanes
- •All measuring equipment secured when not in use
- •Clear sight lines maintained throughout area
Risk Management
Key Risks
- •Collisions between students
- •Falls due to surface conditions
- •Overexertion during maximum effort sprints
- •Muscle strain from inadequate warm-up
Risk Mitigation
- •Clear lane discipline established and maintained
- •Adequate spacing between students during all activities
- •Progressive warm-up before maximum effort
- •Cool down and stretching after intense activity
- •Monitor students for signs of fatigue or distress
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all running lanes
- •Monitor start and finish areas during challenges
- •Watch for technique errors that could cause injury
- •Be alert for students pushing beyond safe limits
Emergency Procedures
Stop activity immediately if incident occurs, assess situation, provide appropriate first aid, seek additional help if required