Lesson 1 - Pacing and Speed Control
Technique & Teamwork Focus
•Year 5
•Athletics
•Start Planning Better PE Lessons
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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
Placed around perimeter of large rectangle (outer track) and smaller inner track
Alternative: Bean bags, markers, chalk marks
Easily visible to teacher for timing activities and calling out time remaining
Alternative: Phone timer, classroom clock with second hand
For clear start/stop signals during activities
Alternative: Voice commands, bell
Key Vocabulary
Running at a controlled, steady speed that can be maintained over distance
The ability to keep going for a long time without getting too tired
Controlled breathing in through nose, out through mouth during running
One complete circuit around the running track
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
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