Lesson 5 - Pacing and Running for Distance
Sprint to Strategy: Building Running Excellence Through Technique and Tactics
•Year 5
•Athletics
•Start Planning Better PE Lessons
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How can we pace ourselves to run efficiently over longer distances without stopping?
Learning Objectives
- To explore the concept of pacing when running for distance
- To learn correct running technique for distance running
- To understand the difference between sprinting and distance running strategies
Key Outcomes
- Students will be able to pace themselves over 130 seconds without stopping
- Students will demonstrate correct distance running technique with appropriate arm and leg action
- Students will understand why pacing is essential for endurance running
Equipment & Resources Required
Place at 10-metre intervals around circular track
Alternative: Markers, bean bags, or sports dots
One per group or teacher-controlled central timing
Alternative: Smartphone timer apps, large display timer
For accurate 10m spacing of cones
Alternative: Trundle wheel, pre-measured school playground markings
For recording scores and calculations during activities
Alternative: Clipboard with paper, students' recording sheets
Key Vocabulary
Running at a consistent, sustainable speed to conserve energy over longer distances
Efficient running form with head up, relaxed arms, and light footfall for longer distances
The ability to sustain physical effort over an extended period of time
Beginning a race before the official start signal, resulting in disqualification
Landing lightly on the balls of the feet to reduce impact and maintain energy
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique from previous athletics lessons
- Understanding of start positions and basic race rules
- Experience with short-distance running activities
Current Skills
- Distance running technique with correct posture
- Pacing strategies for longer distances
- Partner observation and feedback skills
Next Steps
- Advanced pacing strategies for different distances
- Competitive distance running events
- Training principles for endurance improvement
Milestone Indicators
Key Teaching Points
- Pacing is essential for distance running - sprinting pace cannot be sustained over longer distances
- Proper distance running technique includes head up, relaxed arms, and light footfall on balls of feet
- Target setting should be realistic and based on calculated pacing rather than wishful thinking
- Peer coaching and support significantly improve individual performance and learning outcomes
- Technique tends to deteriorate when tired - maintaining form under fatigue is a key skill
- The relationship between effort, time, and distance can be explored through mathematical calculations
- Mental resilience and determination are as important as physical technique for distance running success
Common Misconceptions
- Students thinking they can maintain sprint pace indefinitely - address through practical demonstration
- Believing that running fast at the start saves time overall - show how early fatigue leads to slower overall performance
- Misconception that distance running doesn't require technique - emphasise efficiency and energy conservation
- Thinking that looking down helps with balance - explain how head position affects posture and breathing
- Assuming that helping partners is cheating - reinforce that peer support enhances everyone's learning and performance
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and structure, use movement and variety to maintain engagement
dyspraxia
- Allow additional practice time for technique, provide simplified instruction sequences, use larger targets and shorter distances initially
autism spectrum
- Provide clear visual schedule of lesson activities, establish quiet recovery zones, use consistent routines and timing signals
visual impairment
- Use brightly coloured cones, provide verbal descriptions of track layout, implement buddy system for guidance during running
hearing impairment
- Use visual signals for start/stop, provide written instruction cards, ensure face-to-face communication for instructions
physical disability
- Adapt distances and targets to individual capabilities, provide wheelchair-accessible alternatives, modify technique requirements as appropriate
Cross-Curricular Links
Maths
Calculating targets by multiplication, measuring distances, timing activities, working with averages and percentages
Science
Understanding body systems during exercise, effects of sustained activity on heart rate and breathing, energy expenditure concepts
Geography
Mapping running routes, understanding scale and distance, directional awareness during track activities
PSHE
Goal-setting and achievement, supporting others, resilience when facing challenges, healthy lifestyle choices
Teacher Guidance
Positioning
Stand at centre of circular track for maximum visibility of all students during running activities
Observation Focus
Watch for correct pacing application, effective peer support, and signs of over-exertion
Intervention Points
Step in if students are over-exerting, not following pacing advice, or if peer support breaks down
Demonstration Notes
Use exaggerated contrasts between correct and incorrect technique, involve students in demonstrations to reinforce learning
Verbal Cues
- •'Steady pace, save energy for the full distance!'
- •'Remember your target - pace yourself to achieve it!'
- •'Great coaching - keep supporting your partner!'
- •'Focus on technique, especially when you're getting tired!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 40m outdoor area for circular track setup, clear of obstacles and hazards
Surface Check
Flat, even surface free from holes, debris, or slippery areas that could cause falls during running
Equipment Safety
Safety Checks
- •Cones placed securely and checked for damage or sharp edges
- •Adequate spacing between cones to prevent collisions
- •Stopwatch functioning correctly for accurate timing
Risk Management
Key Risks
- •Over-exertion during sustained running activities
- •Collisions between students during track running
- •Falls due to surface conditions or rushing
- •Breathing difficulties in students with asthma or other conditions
Risk Mitigation
- •Clear instructions about pacing to prevent over-exertion
- •Adequate spacing between runners on track
- •Progressive intensity increase throughout lesson
- •Regular monitoring for signs of distress or fatigue
- •Immediate access to water and first aid if required
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of entire track during running activities
- •Monitor high-intensity phases closely for student welfare
- •Be alert to students pushing beyond safe limits
- •Watch for technique breakdown that might lead to injury
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, and follow school emergency protocols