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Lesson 2 - Developing Running for Speed

Sprint to Strategy: Building Running Excellence Through Technique and Tactics

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Year 5

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Athletics

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50 min

Big Question

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

Cones

20-30

Mark out lanes and distance markers

Alternative: Markers, chalk lines, or tape

Measuring Tapes

1-2

Measure out 50m and 100m distances

Alternative: Pre-measured track or playground markings

Stopwatch

2-3

For timing activities and Beat Bolt challenge

Alternative: Mobile phone timers or counting method

Bibs

For grouping students by ability

Alternative: Different coloured team bands

Key Vocabulary

Sprinting

Running at maximum speed over a short distance

Drive phase

The powerful pushing action of the legs during sprinting

Arm action

The coordinated movement of arms during running with bent elbows

Balls of feet

The area of the foot between toes and arch, used for efficient running

Lane discipline

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

Maintains correct head position throughout sprint

Shows consistent arm and leg coordination

Can explain why specific techniques improve speed

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