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Lesson 2 - Sprinting Technique & Speed

Fitness Assessment & Goals

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Year 6

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Health Related Fitness

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45 min

Big Question

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

Cones

Distributed for creating 10m intervals and marking positions

Alternative: Markers, bean bags, or chalk marks on ground

Whistles

For timing the 3-second race activity

Alternative: Voice commands or hand signals

Stopwatch

For accurate timing of sprinting intervals

Alternative: Mobile phone timer or counting method

Key Vocabulary

Sprint

Running at maximum speed for a short distance

Stride Length

The distance covered in one complete step while running

Arm Drive

The powerful back and forth movement of arms to assist running speed

Balls of Feet

The front part of the foot between the toes and the arch

High Knees

Lifting knees up towards chest while running

Pace Changes

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

Consistent foot placement on balls of feet

Natural opposite arm to leg coordination

Visible increase in stride length when sprinting

Smooth transitions between different paces

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