Lesson 2 - Sprint Technique & Speed
Technique & Teamwork Focus
•Year 5
•Athletics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Use to mark start/finish lines and distance markers
Alternative: Markers, bean bags, or chalk marks
Laminated cards showing key coaching points
Alternative: Teacher-made technique reminder cards
For advanced timing activities
Alternative: Mobile phone timer or counting speed bounces
Key Vocabulary
Running at maximum speed over a short distance
The distance covered in one running step from toe-off to toe-off
The padded area on the sole of foot behind the toes
Bringing knees up towards chest during running stride
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
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