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Lesson 2 - Sprint Technique & Speed

Technique & Teamwork Focus

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Year 5

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Athletics

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45 min

Big Question

How can mastering sprinting technique help us move faster and more efficiently in sports and life?

Learning Objectives

To develop fluency and coordination when running for speed using proper sprinting technique
To understand how stride length and frequency affect sprinting speed
To provide effective feedback to improve peer performance in athletics

Key Outcomes

Students will demonstrate consistent sprinting technique over 20-25 metres
Students will explain the relationship between stride length and sprinting speed
Students will coach peers using technical language and provide constructive feedback

Equipment & Resources Required

Cones

Use to mark start/finish lines and distance markers

Alternative: Markers, bean bags, or chalk marks

Cards

1 per group of 4

Laminated cards showing key coaching points

Alternative: Teacher-made technique reminder cards

Stopwatch

1-2 (optional)

For advanced timing activities

Alternative: Mobile phone timer or counting speed bounces

Key Vocabulary

Sprint

Running at maximum speed over a short distance

Stride length

The distance covered in one running step from toe-off to toe-off

Balls of feet

The padded area on the sole of foot behind the toes

High knee lift

Bringing knees up towards chest during running stride

Coaching points

Key technical advice to improve athletic performance

Skill Progression Pathway

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

Prior Learning

Basic running technique from Year 4
Understanding of body parts and movement
Experience working in pairs and small groups

Current Skills

Sprinting on balls of feet with proper arm action
Consistent stride length over measured distances
Peer coaching using technical language

Next Steps

Sprint starts and reaction time
Relay changeover techniques
Advanced speed and agility training

Milestone Indicators

Consistent stride count over multiple attempts

Visible improvement in technique following peer coaching

Confident use of technical coaching vocabulary

Key Teaching Points

Sprint on the balls of your feet with light, quick ground contact
Maintain consistent stride length rather than over-striding
Drive arms from pocket to mouth with 90-degree elbow bend
Keep head up and eyes looking forward towards the finish
Use high knee lift to generate power and stride length
Focus on technique consistency over pure speed development
Apply peer coaching using specific technical vocabulary

Common Misconceptions

Longer strides always mean faster running - focus on optimal stride length for individual
Arms should swing across the body - correct straight forward-back action
Landing on heels is more comfortable - emphasise forefoot striking for efficiency
Coaching is just about pointing out mistakes - teach positive feedback with improvement suggestions
Speed is only about leg strength - explain importance of whole-body coordination

SEN Adaptations

ADHD

Short activity bursts, clear role definitions, regular positive reinforcement, movement built into all activities

dyspraxia

Simplified technique focus on one element at a time, extra practice time, peer buddy support

autism spectrum

Clear routine structure, visual schedule of activities, quiet reflection spaces available

visual impairment

Use bright coloured cones, clear verbal descriptions of technique, buddy system for guidance

hearing impairment

Visual demonstrations of all techniques, written coaching cards with pictures, hand signals for start commands

physical disability

Adapted distances based on mobility, wheelchair racing techniques, modified peer coaching roles

Cross-Curricular Links

English

Using technical vocabulary in coaching feedback, listening skills during peer assessment, presenting ideas in team discussions

Maths

Counting steps and measuring stride length, timing activities using speed bounces, comparing numerical data across attempts

Science

Understanding forces in running, friction between feet and surface, body systems during exercise and recovery

PSHE

Building confidence through peer coaching, developing resilience when receiving feedback, leadership skills in group activities

Teacher Guidance

Positioning

Central location during warm-up, side of sprint lanes for technique observation, moving between coaching groups for support

Observation Focus

Watch for consistent stride patterns, proper foot strike, effective arm action, quality of peer coaching interactions

Intervention Points

Step in if unsafe sprinting technique observed, support groups struggling with coaching tasks, provide additional technique demonstrations

Demonstration Notes

Demonstrate: Exaggerate key technique points for visibility, show both correct and incorrect examples, use students as positive examples when appropriate

Verbal Cues

•'Run tall and proud!'
•'Big strides, light feet!'
•'Pocket to mouth with those arms!'
•'Drive those knees up high!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area, clear of obstacles with non-slip surface

Surface Check

Dry, even surface free from hazards, suitable for explosive movements

Equipment Safety

Safety Checks

•Cones placed securely and visible from all angles
•Coaching cards laminated to prevent paper cuts
•Adequate spacing between groups to prevent collisions

Risk Management

Key Risks

•Collisions during sprinting activities
•Muscle strains from explosive movements
•Falls due to poor surface or technique
•Overexertion in competitive activities

Risk Mitigation

•Comprehensive warm-up including dynamic movements
•Clear running lanes established with adequate spacing
•Progressive skill building from technique to application
•Constant supervision of peer coaching activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during sprint activities
•Monitor peer coaching for appropriate feedback
•Watch for signs of fatigue affecting technique

Emergency Procedures

Stop activity immediately, assess injury severity, provide appropriate first aid, contact school emergency procedures if required