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Lesson 2 - Pacing and Distance Running

Technical Mastery & Leadership

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Year 5

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Athletics

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45 min

Big Question

How can I maintain the same speed over longer distances to run further and faster?

Learning Objectives

Measure the distance of run pacing to run over longer distances
Recognise the importance of setting a pace for longer runs
Work to improve distance covered in set times

Key Outcomes

Students will demonstrate consistent pacing over extended distances
Students will explain the relationship between pace and distance
Students will record and analyse their running performance data

Equipment & Resources Required

Coloured Cones

30-35 (1 per student plus spares)

Pre-distribute around working area perimeter

Alternative: Tag rugby bands, fabric strips, coloured scarves

Balls

30 (1 per student in groups of 4)

Each group of 4 needs individual beanbags for identification

Alternative: Small cones, tennis balls, foam blocks

Dish Cones

Used for distance marking (10m, 30-60m) and target areas

Alternative: Sports markers, chalk lines (outdoor), masking tape (indoor)

Hoops

8 (1 per group)

Placed at varying distances for progressive challenges

Alternative: Chalk circles, rope circles, marked zones

Stopwatch

2-3

Ensure all students can hear timing signals clearly

Alternative: Mobile phone timers, large countdown clock

Score Sheets

15 (1 per pair)

Laminated sheets work well for outdoor use

Alternative: Clipboards, whiteboards and markers

Key Vocabulary

Pacing

Keeping a consistent speed over extended distances

Sustained Pace

Maintaining the same running speed without slowing down or speeding up dramatically

Distance Measurement

Recording how far someone has run using cones and counting laps

Endurance

The ability to run for long periods without getting too tired

Strategy

Planning how fast to run based on the distance you need to cover

Skill Progression Pathway

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

Prior Learning

Basic running technique and form
Understanding of start and stop commands
Ability to work cooperatively in pairs and small groups
Basic timing and counting skills

Current Skills

Understanding of pacing principles
Measuring and recording running distances
Maintaining consistent pace over extended periods
Team running coordination and strategy

Next Steps

Advanced pacing strategies for competitive running
Understanding heart rate and effort levels
Race tactics and strategic running
Long-distance running techniques

Milestone Indicators

Consistent pace maintained over 1-minute runs

Accurate measurement and recording of distances

Effective team coordination in group activities

Understanding of pace adjustment for different distances

Key Teaching Points

Pacing means maintaining consistent speed over extended distances rather than sprinting and resting
The longer the distance, the slower the sustainable pace needs to be for successful completion
Body awareness (breathing, muscle fatigue) helps determine appropriate pace for different distances
Strategic thinking in team activities requires considering individual abilities and cumulative distances
Accurate measurement and data recording skills support understanding of performance improvement
Team cooperation and communication are essential for successful group pacing challenges
Recovery and reflection help consolidate learning and prepare for future application

Common Misconceptions

Thinking that running faster always means covering more distance - address through demonstration of sprint-rest versus steady pace
Believing that the same pace works for all distances - correct through varied time interval activities
Assuming team activities are about individual speed rather than collective strategy - emphasise team planning and cooperation
Thinking measurement activities are just about numbers - connect data to pacing principles and improvement
Believing that fatigue means failure - reframe as natural response that informs pacing decisions

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent movement opportunities, use clear visual and physical boundaries

dyspraxia

Simplify measurement techniques, provide additional practice time, use larger equipment for easier handling

autism spectrum

Provide clear visual schedule of activities, establish quiet zones for breaks, use consistent timing and routine structure

visual impairment

Use bright coloured equipment for visibility, provide verbal descriptions of distances and boundaries, pair with sighted buddy for measurement activities

hearing impairment

Use visual signals alongside whistle calls, demonstrate all instructions clearly, provide written timing cards for reference

physical disability

Adapt distances to individual capabilities, provide alternative measurement roles, use wheelchair-friendly pacing activities

Cross-Curricular Links

Maths

Measuring distances accurately, recording data in tables, calculating metres per second, analysing patterns in performance data

Science

Understanding heart rate changes during exercise, body systems response to sustained activity, energy conservation principles

Geography

Using measurement skills, understanding scale and distance, spatial awareness during team activities

PSHE

Teamwork and cooperation, strategic planning, supporting others, personal challenge and achievement

Teacher Guidance

Positioning

Move around perimeter of activities for clear sightlines, position centrally during demonstrations for maximum visibility

Observation Focus

Watch for pacing consistency, team cooperation, measurement accuracy, and appropriate effort levels throughout

Intervention Points

Step in when students show over-exertion, lack of understanding of pacing principles, or unsafe movement patterns

Demonstration Notes

Demonstrate: Exaggerate differences between sprint-rest and steady pacing. Show clear measurement techniques. Model strategic team discussions.

Verbal Cues

•'Steady pace - save your energy!'
•'Think about the distance you need to cover!'
•'How does your body feel right now?'
•'Count your laps carefully with your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor space minimum 40m x 30m, or indoor hall minimum 30m x 20m, clear of obstacles

Surface Check

Even, dry surface free from holes, debris, or slippery areas that could cause falls

Equipment Safety

Safety Checks

•Check beanbags are securely sewn and not leaking filling
•Ensure cones have no sharp edges or cracks
•Verify hoops are intact with no rough edges
•Check tails/bands are strong enough to pull without snapping

Risk Management

Key Risks

•Collisions between runners during activities
•Over-exertion from sustained running without appropriate pacing
•Slips and falls from rapid direction changes
•Dehydration during extended physical activity

Risk Mitigation

•Clear running lanes established and maintained throughout
•Progressive activity structure allows for appropriate warm-up
•Emphasis on pacing prevents over-exertion
•Regular monitoring for signs of fatigue or distress
•Adequate space between groups during all activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working areas
•Monitor individual students for appropriate effort levels
•Watch team activities for safe cooperation and communication
•Check measurement activities for safe movement patterns

Emergency Procedures

Stop activity immediately for any injury, assess severity, provide appropriate first aid, have emergency contacts readily available