Lesson 2 - Sprinting Technique & Speed
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we use our body mechanics to sprint faster and more efficiently?
Learning Objectives
- To develop efficient sprinting technique using proper arm and leg coordination
- To understand how body positioning affects sprinting speed and performance
- To apply pace changes effectively in different sprinting scenarios
Key Outcomes
- Students will demonstrate improved sprinting technique with proper arm drive and foot placement
- Students will explain the key differences between jogging and sprinting mechanics
- Students will show increased sprint speed through better stride length and frequency
Equipment & Resources Required
Distributed for creating 10m intervals and marking positions
Alternative: Markers, bean bags, or chalk marks on ground
For timing the 3-second race activity
Alternative: Voice commands or hand signals
For accurate timing of sprinting intervals
Alternative: Mobile phone timer or counting method
Key Vocabulary
Running at maximum speed for a short distance
The distance covered in one complete step while running
The powerful back and forth movement of arms to assist running speed
The front part of the foot between the toes and the arch
Lifting knees up towards chest while running
Varying speed between walking, jogging, and sprinting
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running movements and directional changes
- Understanding of different movement speeds
- Experience with tag games and chasing activities
Current Skills
- Efficient sprinting technique with proper arm drive
- Running on balls of feet for better speed
- Coordinated opposite arm to leg movement
- Strategic pace changes in running
Next Steps
- Sprint starts and acceleration techniques
- Maintaining speed over longer distances
- Tactical use of speed in team games
- Advanced running techniques for athletics
Milestone Indicators
Key Teaching Points
- Run on the balls of your feet for better speed and efficiency
- Move arms from pocket to mouth with 90-degree elbow bend
- Use opposite arm to leg coordination for balanced movement
- Take bigger strides when sprinting compared to jogging
- Make your first step forward, not backward, for explosive starts
- Maintain good posture with spine straight and head up
- Allow adequate recovery between maximum effort sprints
Common Misconceptions
- Students think running faster just means moving legs quicker without technique - emphasise stride length and arm drive
- Belief that sprinting is just about leg strength - explain the importance of whole-body coordination
- Assumption that bigger students are automatically slower - focus on technique improving speed for all
- Thinking that arms don't matter in running - demonstrate how arm drive powers forward movement
- Misconception that you should land on your heels when running fast - emphasise balls of feet landing
- Belief that holding breath helps you run faster - teach about breathing naturally during sprints
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks between intense activities, offer specific roles during peer activities
dyspraxia
- Simplify technique points to one focus at a time, provide additional demonstration and practice time, use larger cone spacing initially, offer physical support for coordination
autism spectrum
- Provide clear structure with visual schedule, use consistent routine for activities, offer quiet recovery spaces, prepare students for competitive elements
visual impairment
- Use bright coloured cones for course marking, provide clear verbal descriptions of technique, use tactile demonstration of arm movements, buddy system for course navigation
hearing impairment
- Use visual signals for start commands, demonstrate all techniques clearly, provide written technique cards, use hand signals for feedback
physical disability
- Adapt sprinting to individual mobility levels, focus on personal improvement rather than comparison, allow wheelchair racing techniques, modify course distances as needed
Cross-Curricular Links
English
Using technical vocabulary accurately, giving constructive feedback to peers, explaining technique improvements
Maths
Measuring distances in metres, timing activities in seconds, comparing personal best distances and improvements
Science
Understanding forces and motion in sprinting, examining how body position affects speed, exploring concepts of acceleration and momentum
PSHE
Setting personal goals for improvement, showing resilience when techniques are challenging, supporting and encouraging others
Teacher Guidance
Positioning
Move between sprint lanes during activities to observe all students, position at finish line during sprint tests for safety and timing
Observation Focus
Watch for technique application under pressure, monitor effort levels during intense activities, check for understanding during skill development
Intervention Points
Step in if students show signs of over-exertion, correct dangerous technique immediately, provide additional support for struggling students
Demonstration Notes
Always demonstrate perfect technique slowly before students attempt full speed, use exaggerated movements to highlight key points, show both correct and incorrect technique for comparison
Verbal Cues
- •'Balls of feet, not flat feet!'
- •'Pocket to mouth with your arms!'
- •'Drive that first step forward!'
- •'Smooth transitions between speeds!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 20m outdoor area, clear of obstacles with safe deceleration zones
Surface Check
Even, non-slip surface free from hazards, suitable for sprinting activities
Equipment Safety
Safety Checks
- •Check cones are not damaged with sharp edges
- •Ensure adequate cone visibility for all activities
- •Whistle in good working order for timing activities
Risk Management
Key Risks
- •Muscle strains from inadequate warm-up
- •Collisions during sprinting activities
- •Over-exertion during maximum effort sprints
- •Falls due to poor surface conditions
Risk Mitigation
- •Thorough dynamic warm-up before intense activity
- •Clear lane markings and adequate spacing between students
- •Progressive build-up from walking to sprinting
- •Adequate rest periods between sprint efforts
- •Clear deceleration zones beyond sprint finish lines
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all sprint lanes during activities
- •Monitor for signs of over-exertion during intense efforts
- •Watch for students maintaining technique rather than just speed
- •Ensure safe equipment collection during transitions
Emergency Procedures
Stop activity immediately for any injury, assess severity, provide appropriate first aid, and adapt remaining activities as needed