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Lesson 2 - Sprinting Technique & Speed

Fitness Components Challenge

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Year 5

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Health Related Fitness

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45 min

Big Question

How can I use my body position and technique to sprint as fast as possible?

Learning Objectives

To develop proper sprinting technique including body position, arm action, and foot placement
To understand how pace changes affect body movement and energy expenditure
To improve personal sprint speed through technical refinement

Key Outcomes

Students will demonstrate improved sprinting technique with correct arm and leg action
Students will understand the differences between jogging, running, and sprinting
Students will identify personal areas for improvement in their sprinting technique

Equipment & Resources Required

Cones

Use for distance marking at 10m intervals and finish lines

Alternative: Markers, bean bags, or chalk lines

Stopwatch

For timing 3-second sprint intervals and rest periods

Alternative: Smartphone timer or countdown app

Measuring Tapes

To accurately measure 10m and 30m distances

Alternative: Pre-measured area or stride counting

Key Vocabulary

Sprint

Running at maximum speed over a short distance using proper technique

Stride Length

The distance covered with each running step from foot contact to foot contact

Balls of Feet

The padded portion of the foot between the toes and arch, used for efficient running

Drive Phase

The initial acceleration phase of sprinting focusing on forward lean and power

Arm Action

The coordinated movement of arms from 'pocket to mouth' to assist sprinting

High Knees

Lifting the thighs parallel to the ground during sprinting for maximum stride efficiency

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills - walking, jogging, running
Understanding of different movement speeds
Awareness of body parts and their movement

Current Skills

Sprinting technique development
Pace variation and control
Speed endurance and recovery

Next Steps

Sprint starts and acceleration
Relay techniques and baton passing
Speed endurance over longer distances

Milestone Indicators

Maintains good form throughout 10m sprint

Shows clear technical differences between paces

Can sustain technique under fatigue

Key Teaching Points

Sprint technique has four main elements: balls of feet, bent arms, high knees, opposite arm-leg coordination
Quality of movement is more important than speed in technique development
Partner coaching develops both technical understanding and communication skills
Progressive pace changes help students understand their body's response to different intensities
First step technique (forward not backward) is crucial for sprint acceleration
Adequate recovery between sprint efforts is essential for both performance and safety
Technique should be maintained even under competitive pressure or maximum effort

Common Misconceptions

Misconception: 'Sprinting is just running faster' - Truth: Sprinting requires specific technique changes including foot placement, arm action, and body position
Misconception: 'Arms don't matter in running' - Truth: Proper arm action provides power and balance essential for efficient sprinting
Misconception: 'Taking the biggest steps possible makes you fastest' - Truth: Stride length must be matched with stride frequency and technique
Misconception: 'You should lean back when sprinting' - Truth: Slight forward lean helps with acceleration and maintains efficient running posture
Misconception: 'Sprinting is only about leg strength' - Truth: Core stability, arm action, and coordination are equally important

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, immediate feedback and praise for technique attempts

dyspraxia

Simplified technique focus, additional demonstration time, celebration of effort over outcome

autism spectrum

Clear activity structure, visual schedule of lesson sections, quiet zones available for breaks

visual impairment

Use bright coloured cones, clear verbal instructions for all activities, buddy system for guidance

hearing impairment

Visual demonstrations of all technique points, hand signals for start commands, written technique cards

physical disability

Seated or supported sprinting variations, modified distances, focus on achievable technique elements

Cross-Curricular Links

English

Technical vocabulary development, giving clear instructions and feedback, descriptive language for movement

Maths

Measuring distances and times, calculating improvements, understanding pace and speed concepts

Science

Forces and motion in sprinting, how muscles work during exercise, cardiovascular system response to activity

PSHE

Goal setting and personal improvement, resilience in skill development, supporting and encouraging others

Teacher Guidance

Positioning

Position at corner of activity area for maximum visibility of all students and sprint lanes

Observation Focus

Watch for technique development, safety in movement patterns, and peer interaction quality

Intervention Points

Step in when technique breaks down significantly, unsafe behaviour occurs, or students need additional support

Demonstration Notes

Use exaggerated movements to show technique points clearly, contrast good and poor technique, involve students in demonstrations

Verbal Cues

•'Balls of your feet, not your heels!'
•'Pocket to mouth with your arms!'
•'Drive that first step forward!'
•'Feel the difference in your body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 20m clear area with additional deceleration space

Surface Check

Level, dry surface suitable for sprint activities, free from obstacles

Equipment Safety

Safety Checks

•Cones placed safely away from running lanes
•No equipment in deceleration areas
•Measuring equipment stored safely when not in use

Risk Management

Key Risks

•Muscle strains from insufficient warm-up
•Collisions between students in sprint activities
•Overexertion during high-intensity sprints
•Falls from poor surface or incorrect technique

Risk Mitigation

•Thorough dynamic warm-up before sprint activities
•Clear lanes and adequate spacing between students
•Appropriate rest periods between sprint efforts
•Progressive skill building from basic to advanced

Supervision & Emergency Procedures

Supervision Points

•Position to observe all sprint lanes simultaneously
•Monitor individual student fatigue and effort levels
•Ensure proper technique to prevent injury

Emergency Procedures

Stop activity immediately for any injury, assess severity, appropriate first aid response, contact emergency services if required