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Lesson 1 - Sprint Start & Power

Power & Technique Excellence

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Year 6

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Athletics

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Big Question

How can we use power and technique to become faster sprinters and achieve our personal best times?

Learning Objectives

Use power to improve sprint start technique and increase running speed
Refine running skills through practice and experimentation with different techniques
Work collaboratively to record accurate results and support improvement

Key Outcomes

Students will demonstrate improved sprint start technique using both standing and crouch starts
Students will show increased understanding of how power generation affects sprint performance
Students will accurately measure and record sprint times to track personal improvement

Equipment & Resources Required

Cones

20-25

Mark sprint lanes, islands for warm-up game, and measurement points

Alternative: Markers, bean bags, or playground markings

Stopwatch

6-8

One per small group for accurate timing

Alternative: Mobile phone timers, playground clock

Measuring Tapes

4-6

For measuring sprint distances and recording results

Alternative: Trundle wheels, marked playground lines

Score Sheets

1 per student

Pre-prepared with name, attempt columns, and measurement units

Alternative: Exercise books, clipboards with paper

Whistles

2-3

For clear start signals and activity transitions

Alternative: Voice commands, hand signals

Key Vocabulary

Sprint Start

The technique used to begin a short-distance race with maximum acceleration

Power

The combination of strength and speed to generate explosive movement

Drive Phase

The initial acceleration phase where the runner gradually rises to full sprinting position

Crouch Start

Starting position with hands on ground and one knee down for maximum power generation

Stride Length

The distance covered in each running step

Acceleration

The rate at which a runner increases their speed from the start

Skill Progression Pathway

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

Prior Learning

Basic running technique with arm and leg coordination
Understanding of fair play and taking turns
Experience with measuring and recording simple data

Current Skills

Sprint start technique development (standing and crouch)
Power generation through body positioning
Accurate timing and distance measurement

Next Steps

Advanced sprint techniques including baton changes
Competitive sprint events and race tactics
Training programmes for sustained improvement

Milestone Indicators

Consistent foot placement at start line

Smooth transition from start position to upright sprint

Accurate measurement and recording of performance data

Key Teaching Points

Power generation comes from explosive leg drive and strong arm action
Crouch start position loads muscles for maximum explosive force
Forward body lean in start position creates potential energy for acceleration
Eyes down during first few steps maintains optimal body position
Gradual rise to full sprinting height maximises acceleration phase
Practice and measurement help track improvement and build confidence
Personal improvement is more important than comparison with others

Common Misconceptions

Students think bigger strides always mean faster running - explain optimal stride length
Standing starts are easier than crouch starts - show how crouch creates more power
Looking ahead during starts is better - explain why eyes down improves technique
Fastest person has best technique - emphasise personal improvement over comparison
Sprint technique doesn't matter for short distances - show how starts affect overall performance

SEN Adaptations

ADHD

Short activity bursts with clear start/stop signals, active roles for all students, immediate feedback

dyspraxia

Simplified technique focus, extra practice time, peer support for coordination development

autism spectrum

Clear routine for start commands, visual schedule of lesson sections, quiet practice area if needed

visual impairment

Use bright coloured cones for lane markers, verbal descriptions of technique, buddy system for guidance

hearing impairment

Visual start signals (flag or hand signal), written technique points, clear visual demonstrations

physical disability

Adapted start positions (seated or supported), modified sprint distances, alternative timing roles

Cross-Curricular Links

English

Vocabulary development - technical terms like acceleration, power, technique, descriptive language for movement

Maths

Measuring distances accurately, timing to nearest second, recording and comparing data, calculating improvements

Science

Forces and motion - how explosive force creates acceleration, friction between feet and ground, body mechanics

PSHE

Personal goal setting, resilience when facing challenges, supporting and encouraging peers

Teacher Guidance

Positioning

Stand at side of sprint lanes for clear view of all students, move to different angles to check technique

Observation Focus

Watch for explosive starts, correct body positioning, and safe running technique

Intervention Points

Step in if students showing poor technique, unsafe practices, or not following instructions

Demonstration Notes

Demonstrate: Use exaggerated movements to show technique clearly, demonstrate from side view for body positioning

Verbal Cues

•'Explosive push-off!'
•'Drive those arms!'
•'Eyes down for power!'
•'Feel the power building!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor area with clear sprint lanes, or large sports hall

Surface Check

Dry, even surface free from holes, debris, or wet patches

Equipment Safety

Safety Checks

•Cones securely placed and visible
•Stopwatches working correctly
•Measuring tapes in good condition without sharp edges

Risk Management

Key Risks

•Collisions during sprint starts
•Slips and falls on wet surfaces
•Muscle strains from explosive movements

Risk Mitigation

•Clear lane markings with adequate spacing
•Proper warm-up before intense sprinting
•Gradual progression from easy to explosive movements
•All students sprinting in same direction

Supervision & Emergency Procedures

Supervision Points

•Position to observe all sprint lanes simultaneously
•Monitor for correct technique to prevent injury
•Ensure students follow start signals

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, seek medical attention if required