Lesson 1 - Pace Setting and Endurance Running
Multi-Discipline Mastery
•Year 6
•Athletics
•Start Planning Better PE Lessons
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How can we work with others to find and maintain the perfect running pace for different distances?
Learning Objectives
- To work collaboratively with a partner to set a steady pace
- To understand how different paces are needed for different running distances
- To develop endurance and pacing strategies for sustained running
Key Outcomes
- Students will be able to maintain a consistent pace with a partner
- Students will demonstrate effective breathing techniques during endurance running
- Students will show perseverance and determination during challenging running activities
Equipment & Resources Required
Distribute around perimeter and randomly in teaching area
Alternative: Markers, bean bags, or other visible markers
Ensure clearly visible to teacher for timing activities
Alternative: Phone timer, digital watch, or classroom clock with second hand
Key Vocabulary
The speed at which you run, measured over time and distance
Running at the same speed throughout without speeding up or slowing down
The ability to keep going for a long time without getting too tired
The distance covered with each step when running
Continuing to try even when something becomes difficult
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique and safety
- Understanding of fast and slow speeds
- Experience working with partners in PE activities
Current Skills
- Collaborative pace setting with partners
- Controlled breathing during sustained exercise
- Strategic thinking about pace and distance relationships
Next Steps
- Advanced pacing strategies for athletics events
- Training principles for endurance sports
- Leadership skills in group running activities
Milestone Indicators
Key Teaching Points
- Steady pace should be sustainable - students should be able to talk while running
- Partnership collaboration is essential - neither partner should be left behind
- Breathing technique helps maintain pace - in through nose, out through mouth
- Strategic thinking about pace vs distance/time relationships develops mathematical understanding
- Perseverance during challenging moments builds character and resilience
- Different pacing strategies (fast start, slow start, steady throughout) suit different situations
- Individual progress and effort are more important than comparison with others
Common Misconceptions
- Faster is always better - correct: different paces suit different distances and times
- Running should be competitive between partners - correct: it should be collaborative
- If you feel tired you should stop - correct: controlled tiredness helps build endurance
- Pace is just about leg speed - correct: breathing, strategy and mental approach are equally important
- Natural ability is most important - correct: strategy, practice and determination matter more
SEN Adaptations
ADHD
- Shorter activity bursts with clear breaks, immediate feedback, movement-based rather than static discussions
dyspraxia
- Simplified pace patterns, extra practice time, focus on personal improvement rather than comparison
autism spectrum
- Clear visual schedule of activities, quiet rest areas available, consistent routines and timing
visual impairment
- Use bright coloured cones, verbal descriptions of course layout, buddy system for guidance during running
hearing impairment
- Visual signals for start/stop, written timing information on display board, demonstration of all activities
physical disability
- Adapted distances/times based on individual capability, alternative activities like wheelchair racing or supported walking
Cross-Curricular Links
Maths
Time calculations, distance measurement, pace/speed relationships, data collection and analysis
Science
Understanding heart rate, breathing, energy systems, effects of exercise on body
Geography
Measuring distances, understanding scale, mapping running routes
PSHE
Perseverance, determination, goal setting, collaborative working, supporting others
Teacher Guidance
Positioning
Move around teaching area during activities to observe all students and provide individual feedback
Observation Focus
Watch for pace control, partnership collaboration, perseverance during challenging moments
Intervention Points
Step in if students are overexerting, partnerships breaking down, or individuals struggling significantly
Demonstration Notes
Join activities periodically to demonstrate correct pace, breathing technique, and positive attitude
Verbal Cues
- •'Smooth and steady!'
- •'Work together!'
- •'Trust your plan!'
- •'This is where champions grow!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area or sports hall minimum 30m x 20m for perimeter running
Surface Check
Even, non-slip surface free from hazards, suitable for sustained running
Equipment Safety
Safety Checks
- •Cones checked for damage and placed securely
- •Stopwatch functioning correctly with clear display
- •All equipment positioned safely away from running areas
Risk Management
Key Risks
- •Overexertion during sustained running activities
- •Collisions between students during group running
- •Dehydration during extended exercise periods
Risk Mitigation
- •Progressive pace increases to prevent sudden strain
- •Clear boundaries and spacing during all running activities
- •Regular monitoring for signs of fatigue or distress
- •Water breaks available as needed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during running activities
- •Move around perimeter during extended running to provide support
- •Monitor individual students for welfare during 6-minute challenge
Emergency Procedures
Stop activity immediately if student shows distress, provide appropriate rest and support, first aid available if needed