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Lesson 6 - Distance Running and Pacing Tactics

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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Big Question

How can smart pacing tactics help me run further and faster than my competitors?

Learning Objectives

To understand and apply effective pacing strategies when running for distance
To demonstrate proper running technique for endurance events
To work collaboratively in team races using tactical thinking

Key Outcomes

Students will maintain consistent pace over longer distances
Students will understand the consequences of poor pacing decisions
Students will apply tactical knowledge to team racing situations

Equipment & Resources Required

Cones

12-16

Mark circular track approximately 50-60m circumference

Alternative: Marker discs, bean bags

Batons

6-8

One per team for identification during relay races

Alternative: Bean bags, tennis balls, coloured bands

Stopwatch

2-3

For timing activities and providing feedback

Alternative: Tablet with timer app, mobile phone timer

Clipboards

3-4

For observers to record tactics and feedback

Alternative: Paper and hard surface

Key Vocabulary

Pacing

Running at a controlled, steady speed to conserve energy for the full distance

Endurance

The ability to maintain physical effort over an extended period

Tactics

Strategic decisions made during competition to improve performance

Sprint finish

Increasing pace significantly in the final section of a race

False start

Beginning to run before the starting signal is given

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running technique from previous athletics units
Understanding of continuous running vs sprinting
Experience with relay running and baton passing

Current Skills

Strategic pacing over multiple laps
Tactical decision-making in competitive situations
Team coordination and communication during races
Self-regulation of effort and energy expenditure

Next Steps

Advanced tactical running in competitive athletics
Training programme planning for endurance events
Leadership roles in organising athletic competitions

Milestone Indicators

Consistent lap times with minimal variation

Ability to reserve energy for sprint finish

Effective communication and coaching of teammates

Understanding of consequences of tactical decisions

Key Teaching Points

Pacing is about energy management, not just running slowly
Distance running requires different tactics than sprinting
Good running technique helps maintain efficiency over longer distances
Team tactics require communication and strategic thinking
Reflection on tactical decisions improves future performance
Saving energy for sprint finish can be race-winning strategy
Individual strengths should influence team tactical decisions

Common Misconceptions

Misconception: 'Faster is always better in running' - Correction: Strategic pacing leads to better overall performance
Misconception: 'If others sprint, I must sprint too' - Correction: Stick to your tactical plan based on race distance
Misconception: 'Distance running is just about being slow' - Correction: It's about controlling your speed strategically
Misconception: 'Teams should put fastest runner first' - Correction: Consider race strategy and when different runners are most effective
Misconception: 'If you get tired, you should stop' - Correction: Manage your energy but keep moving at sustainable pace

SEN Adaptations

ADHD

Shorter activity bursts with clear focus points, frequent positive feedback, movement-based roles throughout lesson

dyspraxia

Additional practice time for technique, simplified tactical concepts initially, use of visual cues and demonstrations

autism spectrum

Clear structure and routine for activities, advance warning of changes, quiet area available if needed for regulation

visual impairment

Use bright coloured cones for track marking, provide verbal descriptions of demonstrations, buddy system for guidance during activities

hearing impairment

Use clear visual signals for starts and stops, ensure demonstrations are clearly visible, written instruction cards available

physical disability

Adapt distances and speeds as appropriate, wheelchair accessible route options, alternative roles as race officials or tactical advisors

Cross-Curricular Links

Maths

Timing races and calculating lap splits, measuring distances around track, data collection and analysis of race performances

Science

Understanding energy systems in the body, effects of exercise on heart and breathing, concept of efficiency in movement

Geography

Understanding distances and scale, mapping race routes, direction and orientation during track activities

PSHE

Teamwork and collaboration skills, resilience and perseverance, leadership roles and responsibility in team situations

Teacher Guidance

Positioning

Move around track perimeter to maintain visual contact with all students, position at different points during activities

Observation Focus

Watch for pacing consistency, tactical decision-making, team collaboration, and running technique maintenance

Intervention Points

Step in if students abandoning pacing strategy, poor team communication, signs of overexertion, or unsafe practices

Demonstration Notes

Use clear, exaggerated movements for technique. Provide live coaching during races. Model good tactical thinking in discussions.

Verbal Cues

•'Remember your pacing plan!'
•'Think tactics, not just speed!'
•'Communicate with your team!'
•'Save some energy for the finish!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 60m x 40m or sports hall, clear circular track space

Surface Check

Dry, even surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check cones are stable and visible
•Ensure batons have no sharp edges or cracks
•Verify stopwatch is working correctly

Risk Management

Key Risks

•Collisions between runners on track
•Slips and falls during running activities
•Overexertion during distance running
•Dehydration during extended activities

Risk Mitigation

•Clear directional running established and maintained
•Adequate spacing between teams during races
•Progressive build-up of running intensity
•Regular monitoring for signs of fatigue
•Water breaks available throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of entire track
•Monitor high-activity areas during team races
•Watch for students showing signs of distress
•Ensure safe baton handover procedures

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, clear area if necessary