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Lesson 9 - Relay Racing Skills

Biomechanics & Excellence

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Year 7

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Athletics

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Big Question

How can teamwork make a relay team faster than the sum of individual runners?

Learning Objectives

To match speed with a partner during baton exchange
To pass the baton safely without dropping it whilst maintaining running speed
To develop relay technique including baton handling, changeover zones, and team coordination

Key Outcomes

Students will be able to exchange a baton whilst both runners are moving at speed
Students will understand the importance of the changeover zone and speed matching
Students will demonstrate effective communication and teamwork in relay races

Equipment & Resources Required

Relay Baton

8-10 (1 per team of 4)

Check for cracks or sharp edges before use

Alternative: Lightweight plastic tubes, foam batons for safety

Cones

40-50

Mark changeover zones (20m sections), relay lanes, warm-up boundaries

Alternative: Marker discs, chalk lines on track

Markers

16-20 cones (4-5 per zone)

Clearly mark start and end of each 20-30m changeover zone

Alternative: Tape, chalk, existing track markings

Stopwatch

4-6

One per relay team for timing and assessment

Alternative: Smartphone timer apps

Beat Counter App

2-4

Fully charged, app installed and tested, designated filming spots

Alternative: Any device with slow-motion video capability

Score Sheets

30 (1 per student)

Pre-printed with relay times and technique checklist

Alternative: Digital recording on tablets

Bibs

30 (different colours for teams)

Distribute to differentiate teams during races

Alternative: None needed if working in PE kit groups

Key Vocabulary

Baton

A smooth hollow tube passed between relay runners

Hand-off

The moment when the baton is passed from one runner to another

Face-forward Changeover

Advanced technique where receiving runner looks forward whilst taking baton

Changeover Zone

The marked area (usually 20-30 metres) where baton exchange must occur

Standing Start

Starting position where runner is stationary, not using starting blocks

Explosiveness

The ability to accelerate quickly from a standing or slow position

Speed Matching

When both runners run at the same speed during baton exchange

Gears

Different running speeds from 1 (slow jog) to 5 (maximum sprint)

Skill Progression Pathway

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

Prior Learning

Students can run at different speeds (gears 1-5)
Students understand acceleration and pacing from previous athletics lessons
Students have basic spatial awareness and can judge distances

Current Skills

Speed matching with a partner
Baton handling and exchange technique
Timing the start from a standing position
Using the changeover zone effectively
Right-left-right-left hand pattern

Next Steps

Refining baton exchange at maximum speed
Advanced relay tactics and positioning
Competitive relay racing with tactical awareness

Milestone Indicators

Successful baton exchanges without dropping or slowing significantly

Correct hand pattern used consistently

Effective communication between relay partners

Understanding of changeover zone rules and strategy

Key Teaching Points

Speed matching between runners is more important than individual running speed for successful exchanges
The baton must be exchanged within the marked changeover zone or the team is disqualified
The right-left-right-left hand pattern keeps all runners on the inside line of the track (most efficient path)
The upward pass technique is smoother and safer than downward or sideways passing
The receiving runner creates a stable 'V' target with their hand extended backwards at waist height
Timing the start from standing position requires judgement, courage, and trust in your partner
In relay racing, every team member's contribution is equally important - you're only as strong as your weakest exchange

Common Misconceptions

Misconception: 'The fastest team always wins.' Reality: The team with the best baton exchanges often wins because less time is lost during changeovers.
Misconception: 'I should look backwards to see the baton coming.' Reality: Face-forward technique with trust in your partner is faster and safer at high speeds.
Misconception: 'The changeover zone is just a guideline.' Reality: It's a strict rule - exchanges outside the zone result in disqualification in official races.
Misconception: 'I can throw or toss the baton to my partner.' Reality: The baton must be passed hand-to-hand with both runners in contact with it momentarily.
Misconception: 'It doesn't matter which hand I use.' Reality: The right-left-right-left pattern is strategically important for running the inside line of the track efficiently.

SEN Adaptations

ADHD

Break activities into short segments with clear end points. Provide regular movement breaks naturally through lesson structure. Use high-energy activities (races) alternated with focused tasks (video analysis). Give clear, specific roles within teams. Provide immediate feedback and frequent positive reinforcement.

dyspraxia

Use foam batons (lighter, easier to grip). Allow extra practice time for motor skill development. Break down baton exchange into smaller component steps. Reduce speed requirements (stay at gear 2-3). Provide visual demonstrations repeatedly. Pair with patient, supportive partner. Allow hand-over-hand guided practice if needed.

autism spectrum

Provide clear visual schedule showing lesson sequence. Use consistent language and structure across attempts. Allow practice of routine before races. Provide quiet zone if needed for sensory breaks. Give clear, specific instructions with visual supports. Maintain predictable team groupings to reduce anxiety.

visual impairment

Use brightly coloured batons with high contrast. Provide verbal descriptions of zone boundaries and distances. Pair with sighted guide runner who can communicate positioning. Use tactile markers (textured cones) for zone boundaries. Allow verbal communication throughout exchange for guidance.

hearing impairment

Use visual signals for race starts (flag drop instead of whistle). Ensure student can see teacher during all instructions and demonstrations. Provide written instruction cards with diagrams. Use hand signals for go-stop-ready commands. Pair with partner who can use agreed visual communication.

physical disability

Adapt relay to wheelchair racing with adapted baton pass or bean bag exchange. Reduce distances (50m legs instead of 100m). Allow walking or adaptive gait instead of running. Modify changeover to stationary exchange if needed. Provide specialist equipment as per student's individual needs assessment.

Cross-Curricular Links

English

Analysing video and articulating technical observations. Using specific technical vocabulary accurately. Giving constructive feedback to peers. Writing reflective self-assessments. Listening to and building on others' ideas during discussions.

Maths

Timing races and calculating improvement percentages between attempts. Measuring distances for changeover zones. Analysing data from multiple races to identify patterns. Calculating team total times from individual leg times. Understanding fractions (1/4 of team responsibility).

Science

Understanding forces during acceleration and deceleration. Friction between feet and running surface. Biomechanics of efficient running technique. Energy systems during sprint activity. Heart rate changes during exercise and recovery. Effect of warm-up on muscle performance.

Geography

Spatial awareness and positioning within defined zones. Understanding boundaries and designated areas. Mapping relay team positions. Directions and movement patterns during exchanges.

PSHE

Teamwork and collective responsibility. Resilience when facing setbacks (dropped batons). Managing competitive pressure and emotions. Communication skills for effective partnership. Leadership and decision-making in team contexts. Celebrating effort and improvement over winning.

Teacher Guidance

Positioning

Position yourself centrally where you can observe multiple relay lanes and changeover zones. During races, stand at a central changeover zone (zone 2 if three zones) for maximum visibility. During skill development, circulate actively between pairs/groups providing individual coaching.

Observation Focus

Watch for: 1) Correct hand pattern throughout (right-left-right-left), 2) Baton exchanges occurring within marked changeover zones, 3) Speed matching between partners (similar stride length and frequency), 4) Safe spacing between lanes with no collisions, 5) Team communication and supportive behaviours, 6) Progressive improvement across multiple attempts, 7) Students showing signs of fatigue or distress requiring intervention.

Intervention Points

Step in immediately if: 1) Safety concerns (unsafe running, collisions, equipment hazards), 2) Students struggling repeatedly with technique despite practice (provide direct coaching), 3) Team dynamics becoming negative (blame, exclusion, poor sportsmanship), 4) Students showing signs of overexertion or potential injury, 5) Misunderstanding of rules or zone boundaries, 6) Equipment failures (broken baton, unclear zone markers).

Demonstration Notes

Demonstrate all new skills multiple times from different angles. Use student volunteers to assist with demonstrations when possible (builds confidence and shows peer achievement). Exaggerate key technique points for visibility (e.g., very obvious V hand position). Show both correct technique and common mistakes for comparison. Use slow-motion demonstration for complex skills (baton exchange), then normal speed. Demonstrate teacher enthusiasm and positivity to model desired attitude.

Verbal Cues

•'Soft hands - create that V shape!'
•'Match the speed - run alongside like a mirror!'
•'Eyes forward receiver - trust your partner!'
•'Upward pass - post that letter!'
•'Middle of the zone - you have space!'
•'Explode from your standing start - power!'
•'Team first - support each other!'
•'Smooth exchange - no snatching!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 100m straight running area with additional 20m run-off space at each end. Width: minimum 25-30m to accommodate 6-8 relay lanes with 3-4m spacing between lanes. Ideally outdoor athletics track or large playing field.

Surface Check

Dry, even surface free from holes, bumps, or debris that could cause trips or falls. Grass should be cut short. Track surface checked for cracks or uneven areas. Wet conditions: assess slip risk and consider postponing.

Equipment Safety

Safety Checks

•Inspect all batons for cracks, sharp edges, or damage before use
•Ensure batons are appropriate size and weight for Year 7 students
•Check cones are stable and not presenting trip hazards
•Verify iPads are secure and positioned away from running lanes
•Stopwatches have lanyards to prevent dropping/damage

Risk Management

Key Risks

•Collisions between runners in adjacent lanes during races
•Trips and falls during sprinting or when picking up dropped batons
•Muscle strains from inadequate warm-up or overexertion
•Dehydration or heat exhaustion during extended activity
•Baton strikes if thrown or dropped carelessly

Risk Mitigation

•Clear lane boundaries established and enforced (minimum 3m spacing)
•Adequate warm-up including dynamic stretching for sprint preparation
•Progressive skill building from slow (gear 2) to fast (gear 4-5) speeds
•Clear instruction: dropped batons must be picked up by dropper, others continue around
•Staggered starts for different relay lanes to prevent bunching
•Mandatory water breaks between races
•Clear run-off space beyond finish line for safe deceleration
•Teacher positioned to observe multiple lanes and intervene quickly if needed
•Students instructed to return to start via outside of lanes, not crossing active lanes

Supervision & Emergency Procedures

Supervision Points

•Position yourself centrally to observe multiple changeover zones simultaneously
•Monitor high-activity areas: start line, changeover zones, finish line
•Watch for students showing signs of overexertion (excessive breathlessness, distress)
•Ensure no students standing or walking in active racing lanes
•Observe for unsafe competitive behaviours (pushing, deliberate obstruction)
•Check dropped batons are cleared immediately to prevent trip hazards

Emergency Procedures

STOP signal (whistle blast): all activity ceases immediately. Assess situation. For injuries: follow school first aid protocol - minor injuries treated on-site, serious injuries require first aider/medical attention. For medical emergencies (heat exhaustion, breathing difficulties): move student to shade, provide water, monitor, call for medical support if needed. Ensure other students are supervised and safe while dealing with incident.