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Lesson 1 - Pacing and Speed Control

Technique & Teamwork Focus

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Year 5

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Athletics

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45 min

Big Question

How can we run further by running smarter, not just faster?

Learning Objectives

Apply different speeds over varying distances effectively
Understand and demonstrate the concept of pacing in running
Maintain a sustainable pace throughout extended running periods

Key Outcomes

Students will select appropriate pacing strategies for different distance events
Students will demonstrate controlled breathing techniques during sustained running
Students will work collaboratively to match and maintain consistent pacing

Equipment & Resources Required

Cones

Placed around perimeter of large rectangle (outer track) and smaller inner track

Alternative: Bean bags, markers, chalk marks

Stopwatch

1 (teacher)

Easily visible to teacher for timing activities and calling out time remaining

Alternative: Phone timer, classroom clock with second hand

Whistles

For clear start/stop signals during activities

Alternative: Voice commands, bell

Key Vocabulary

Pacing

Running at a controlled, steady speed that can be maintained over distance

Endurance

The ability to keep going for a long time without getting too tired

Breathing technique

Controlled breathing in through nose, out through mouth during running

Lap

One complete circuit around the running track

Stamina

The energy needed to keep doing physical activity for a long time

Skill Progression Pathway

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

Prior Learning

Basic running techniques and safety
Understanding of fast and slow speeds
Experience with timed activities and working in pairs

Current Skills

Pacing strategies for distance running
Controlled breathing techniques during exercise
Communication and cooperation during paired running activities

Next Steps

Sprint starts and acceleration techniques
Relay running and baton changing
Track and field event preparation

Milestone Indicators

Maintains steady breathing pattern throughout 6-minute run

Successfully coordinates with partner on different track sizes

Demonstrates improved endurance compared to previous lessons

Key Teaching Points

Pacing is about running at a speed you can maintain for the required distance
Proper breathing technique (in through nose, out through mouth) helps maintain steady pace
Different track sizes require different paces to stay level with a partner
Mental strategies and positive self-talk help maintain effort during challenging activities
Energy conservation allows for a finishing kick at the end of longer runs
Communication and cooperation are essential during partner activities
Everyone has their own optimal pace that works best for their fitness level

Common Misconceptions

Thinking that running faster is always better (correct: appropriate pace for distance is key)
Believing that stopping when tired is the only option (correct: slowing down or walking maintains activity)
Assuming all students should run at the same speed (correct: individual pacing is most effective)
Not understanding why outer track runners work harder (correct: longer distance requires faster pace to stay level)
Thinking breathing doesn't matter during running (correct: controlled breathing maintains performance)

SEN Adaptations

ADHD

Break activities into shorter segments with clear transitions, provide additional movement breaks, use specific roles and responsibilities

dyspraxia

Allow extra processing time for instructions, break down activities into smaller steps, provide additional support for coordination challenges

autism spectrum

Provide clear visual schedule of activities, allow preparation time for each activity change, offer quiet rest area if overwhelmed

visual impairment

Use bright coloured cones for track marking, provide verbal descriptions of track layout, buddy system with sighted partner for guidance

hearing impairment

Use visual signals for start/stop commands, written instructions on cards, ensure student can see teacher's demonstrations clearly

physical disability

Modify distances and times based on individual capabilities, allow walking instead of running, use wheelchair accessible routes

Cross-Curricular Links

Maths

Calculating lap times, measuring distances around tracks, working with time intervals and percentages during progressive jogging

Science

Understanding cardiovascular system, breathing and oxygen exchange, energy systems in the body during different exercise intensities

Geography

Understanding distances and spatial awareness, mapping running routes, directional awareness during track activities

PSHE

Building resilience and perseverance, working collaboratively with partners, developing self-confidence through physical challenges

Teacher Guidance

Positioning

Stand where you can see all students, move around track perimeter during extended runs to provide encouragement and monitor safety

Observation Focus

Watch for pacing consistency, breathing control, communication between partners, and signs of fatigue or overexertion

Intervention Points

Step in if students are struggling with pace control, not communicating effectively, or showing signs of overexertion

Demonstration Notes

Continuously model proper breathing technique, demonstrate different pace levels clearly, show positive body language and encouragement throughout lesson

Verbal Cues

•'Steady breathing, in through nose, out through mouth'
•'Find your rhythm and stick with it'
•'You can do this, stay strong!'
•'Talk to your partner, help each other'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 30m x 40m for outer track, clear of obstacles and with safe surface

Surface Check

Dry, even surface free from holes, debris, or slippery areas that could cause falls

Equipment Safety

Safety Checks

•Cones placed securely and not creating trip hazards
•Stopwatch functioning properly for accurate timing
•No loose equipment in running area

Risk Management

Key Risks

•Overexertion during extended running periods
•Collisions between students running at different paces
•Slips or falls on running surface
•Heat exhaustion during warm weather

Risk Mitigation

•Clear boundaries established for all running activities
•Adequate spacing maintained between students during individual activities
•Progressive build-up of exercise intensity throughout lesson
•Constant supervision and monitoring of student welfare
•Water breaks available as needed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of entire track during activities
•Move around perimeter during long runs to monitor all students
•Watch for signs of overexertion or distress

Emergency Procedures

Stop activity immediately if any student shows signs of distress, provide appropriate first aid or support, have emergency contact information readily available