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Lesson 5 - Pacing and Running for Distance

From Sprint Technique to Distance Strategy: A Complete Running Journey

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Year 6

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Athletics

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45 min

Big Question

How can we pace ourselves to run further without stopping?

Learning Objectives

To explore pacing and running for distance using correct technique
To understand the difference between sprinting and distance running
To develop the ability to pace themselves over longer distances

Key Outcomes

Students will demonstrate correct distance running technique with head up, pumping arms, and light footwork
Students will pace themselves to run continuously for 130 seconds without stopping
Students will understand the consequences of poor pacing in distance events

Equipment & Resources Required

Cones

20-30 cones

Place at 10-metre intervals around circular track

Alternative: Markers, sports bottles, or bean bags

Stopwatch

1 per pair (15 stopwatches)

Distributed to counting partners before activity begins

Alternative: Smartphone timer apps, class timer with whistle signals

Measuring Tapes

1 x 30m tape

For accurate cone placement at 10m intervals

Alternative: Pre-measured playground markings or rope with knots

Score Sheets

1 per pair

Simple chart for tracking cone counts and times

Alternative: Mini whiteboards or verbal reporting

Key Vocabulary

Pacing

Running at a steady, sustainable speed that can be maintained over a longer distance

Endurance

The ability to sustain physical activity over an extended period of time

Distance running technique

Specific body position and movement patterns for efficient long-distance running

Sustainable pace

A running speed that allows continuous movement without forced walking breaks

False start

Beginning to run before the official start signal is given

Skill Progression Pathway

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

Prior Learning

Basic running technique and body awareness
Understanding of start positions and basic race rules
Experience with short distance running and sprinting

Current Skills

Distance running technique with correct body position
Pacing strategies for sustained running
Partner coaching and observation skills

Next Steps

Advanced pacing strategies for different distances
Training principles for endurance development
Competitive distance running events

Milestone Indicators

Maintains consistent pace without walking breaks

Demonstrates technical improvements during running

Provides constructive feedback to partners

Key Teaching Points

Pacing is about sustainable speed, not maximum speed - demonstrate the difference clearly
Distance running technique differs from sprinting - head up, relaxed arms, light feet
Partner observation and coaching skills are crucial for learning - model good feedback
Progressive challenge building from 20 to 130 seconds develops confidence
Target setting should be realistic but challenging based on learning
Mental strategies become important for longer distances - teach positive self-talk
Cool-down and reflection are essential for consolidating learning

Common Misconceptions

That faster always means better in distance running - emphasise sustainability over speed
That pacing means running slowly - explain it means running smartly
That walking is failure - frame it as learning opportunity about pace selection
That only athletic students can succeed - celebrate personal improvement over absolute performance
That distance running is boring - highlight strategy, mental challenge, and teamwork aspects

SEN Adaptations

ADHD

Frequent activity changes, clear role definitions, partner support system

dyspraxia

Simplified instructions, demonstration repetition, extra practice time for coordination

autism spectrum

Clear structure and timing, predictable routine, quiet zones available for breaks

visual impairment

Partner guidance system, verbal coaching and countdown warnings, tactile markers for track positions

hearing impairment

Visual start signals, written instruction cards, demonstration-focused teaching

physical disability

Modified distances and timing, seated coaching roles, adapted equipment as needed

Cross-Curricular Links

Maths

Multiplication calculations for pace predictions, timing and measurement concepts, data collection and analysis

Science

Understanding of energy systems, heart rate and breathing, effects of exercise on the body

Geography

Understanding of distances and scale, mapping circular routes, directional awareness

PSHE

Goal setting and resilience, supporting others, managing personal challenges and competition pressure

Teacher Guidance

Positioning

Centre of track area for maximum visibility, moving around perimeter during longer runs

Observation Focus

Monitor pacing consistency, running technique, and signs of fatigue

Intervention Points

Step in if students are overexerting, struggling with concepts, or showing unsafe practices

Demonstration Notes

Use clear contrasts between good and poor pacing, exaggerate differences for clarity

Verbal Cues

•'Steady rhythm, think about your breathing'
•'Save energy for the full distance'
•'Listen to your partner's coaching'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 30m area for circular track, clear of obstacles and hazards

Surface Check

Even, non-slip surface suitable for sustained running activity

Equipment Safety

Safety Checks

•Cones positioned securely to prevent tripping hazards
•Stopwatches functioning correctly with clear displays
•Recording materials weatherproof if outdoors

Risk Management

Key Risks

•Overexertion during sustained running activities
•Collisions between students on circular track
•Dehydration in warm weather conditions

Risk Mitigation

•Clear directional flow around track established
•Regular monitoring for signs of overexertion
•Adequate spacing between students during all activities
•Water breaks available as needed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of entire track area
•Monitor students during longer running attempts
•Be prepared to stop activity if students show distress

Emergency Procedures

Stop activity immediately for any signs of distress, basic first aid knowledge required