Lesson 2 - Developing Running for Speed
From Sprint Technique to Distance Strategy: A Complete Running Journey
•Year 6
•Athletics
•Start Planning Better PE Lessons
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How can we use technique to transform our running speed and power?
Learning Objectives
- To develop and apply correct sprinting technique for maximum speed
- To understand how body position affects running performance
- To evaluate and improve personal and peer running technique
Key Outcomes
- Students will demonstrate improved sprinting technique with correct head, arm, and leg positioning
- Students will run faster using proper foot strike and body alignment
- Students will provide constructive feedback to improve peer performance
Equipment & Resources Required
Mark out 6-8 lanes, 1.2m wide, 50-100m long
Alternative: Markers, bean bags, or chalk lines
For timing activities and Beat Bolt challenge
Alternative: Smartphone timer apps, count to 10
Mark 50m and 100m distances clearly
Alternative: Pre-measured playground markings
For recording times and technique points
Alternative: Ground markings for demonstrations
Key Vocabulary
Running at maximum speed over a short distance
The powerful upward action of lifting knees to generate speed
The rhythmic back and forth movement of arms to assist running
The padded area just behind the toes where sprinters should land
Running straight within designated lane boundaries
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping safely
- Understanding of personal space and boundaries
- Simple arm and leg coordination during movement
Current Skills
- Correct head position and focus during sprinting
- Pumping arm action with bent elbows
- High knee drive for power generation
- Running on balls of feet for speed
Next Steps
- Starting blocks and reaction times
- Sprint relay baton technique
- Advanced acceleration and deceleration
Milestone Indicators
Key Teaching Points
- Technique development requires patience - speed comes from good form, not just effort
- Use comparative activities (straight vs bent legs) to help students discover principles
- Maintain lane discipline throughout to ensure safety and simulate race conditions
- Focus on personal improvement rather than comparison to others
- Progressive intensity building prevents injury and maintains technique
- Connect body parts to function - explain why each technique element helps speed
- Use positive reinforcement to build confidence in technique application
Common Misconceptions
- Harder effort always equals faster running - technique is crucial for speed
- Looking down helps you run in a straight line - head position affects balance
- Straight arms are more powerful - bent elbows provide better coordination
- Running on toes is fastest - balls of feet provide optimal balance and power
- Longer strides are always faster - optimal stride length varies by individual
- Racing means abandoning technique - best performances combine both elements
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular positive feedback, movement breaks included
dyspraxia
- Slower progression, larger targets, simplified technique focus, extra practice time for coordination
autism spectrum
- Clear routine structure, visual schedule, quiet zones available, predictable activity progression
visual impairment
- Use bright coloured markers, clear verbal cues, buddy system for lane guidance, tactile markers for start/finish
hearing impairment
- Visual demonstrations, hand signals for start/stop, written technique reminders, clear sight lines
physical disability
- Wheelchair racing techniques, seated versions, modified distances, alternative timing methods
Cross-Curricular Links
Maths
Measuring distances, timing activities, calculating improvements, understanding speed concepts
Science
Forces and motion, lever principles in running action, energy transfer, biomechanics
Geography
Direction and navigation, understanding of distance and scale, spatial awareness
PSHE
Goal setting, resilience, self-improvement, encouraging others, handling competition
Teacher Guidance
Positioning
Stand at corner of track area for full visibility of all lanes and students during activities
Observation Focus
Watch for technique application, effort levels, safety awareness, and peer interactions
Intervention Points
["Step in when technique breaks down completely", "Intervene if students compare negatively to others", "Support students struggling with coordination", "Ensure safety protocols followed"]
Demonstration Notes
Always demonstrate at controlled pace first, then show full speed. Exaggerate technique elements for visibility. Use incorrect examples for comparison but always finish with correct technique.
Verbal Cues
- •'Drive those knees!'
- •'Pump those arms!'
- •'Light and springy!'
- •'Technique first, speed second!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 50m x 30m clear area with 6-8 marked lanes, 1.2m wide
Surface Check
Dry, even surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Cones securely placed and visible
- •No loose equipment in running lanes
- •Clear sight lines for all activities
Risk Management
Key Risks
- •Collisions between students during high-speed running
- •Muscle strains from inadequate warm-up
- •Falls from maximum effort running
- •Overexertion in competitive activities
Risk Mitigation
- •Clear lane boundaries established and maintained
- •Adequate spacing between students during all activities
- •Progressive intensity building from warm-up to maximum effort
- •Controlled rest periods between high-intensity efforts
- •Clear start/stop signals for all activities
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of area for maximum visibility
- •Monitor high-speed activities closely
- •Watch for signs of fatigue or overexertion
- •Ensure lane discipline maintained
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, clear area if needed