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Lesson 1 - Pace Setting and Endurance Running

Multi-Discipline Mastery

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Year 6

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Athletics

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45 min

Big Question

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

Cones

Distribute around perimeter and randomly in teaching area

Alternative: Markers, bean bags, or other visible markers

Stopwatch

Ensure clearly visible to teacher for timing activities

Alternative: Phone timer, digital watch, or classroom clock with second hand

Key Vocabulary

Pace

The speed at which you run, measured over time and distance

Steady pace

Running at the same speed throughout without speeding up or slowing down

Endurance

The ability to keep going for a long time without getting too tired

Stride length

The distance covered with each step when running

Perseverance

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

Consistent pace maintained over increasing durations

Effective partner communication during activities

Demonstration of perseverance in challenging tasks

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