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Lesson 5 - Sprint Start Techniques

Biomechanics & Excellence

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Year 7

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Athletics

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Big Question

How can explosive power and quick reactions transform your sprint performance in the first 10 metres?

Learning Objectives

To react quickly and explosively when the start signal is given
To maintain a low body position during the driving phase of a sprint start
To develop proper sprint start technique including reaction time, drive phase, arm swing, high knee lift, and ball of foot strike

Key Outcomes

Students will demonstrate improved reaction times to start signals
Students will execute a technically correct sprint start with low body position in the driving phase
Students will analyse and provide feedback on sprint technique using video analysis
Students will understand the biomechanical principles of explosive sprint starts

Equipment & Resources Required

Beat Counter App

1 per pair (15 devices)

Fully charged, apps opened and tested before lesson, secured in protective cases

Alternative: Smartphones with slow-motion video capability, tablets with video recording

Dish Cones

Positioned to mark start lines, finish lines, and safe zones for reaction games

Alternative: Marker discs, dome cones, sports bags as markers

Cones

Create safe zones and distance markers at 5m, 10m, 15m, 20m intervals

Alternative: Chalk lines, tape markers, rope lines

Whistles

Clear, loud signal for all students to hear across athletics area

Alternative: Starting pistol (if available), air horn, verbal commands

Stopwatch

15 (1 per pair)

Pre-set to stopwatch mode, demonstrated to students on how to use accurately

Alternative: Smartphone timer apps, digital watches with stopwatch function

Scoring Boards

6-8 lanes

Clear starting positions marked 1.5m apart for safety spacing

Alternative: Chalk lines, tape lines, painted track lines

Display Screen

Positioned where all students can see clearly, tested before lesson, volume appropriate

Alternative: Laptop, tablet connected to large monitor, printed images sequence

Score Sheets

15 (1 per pair)

Pre-printed with columns for reaction times, technique checklist, and improvement notes

Alternative: Digital recording on tablets, shared clipboard between pairs

Key Vocabulary

Reaction Time

The time taken between hearing the start signal and beginning movement

Driving Phase

The first 10-15 metres of a sprint where the body stays low and generates maximum acceleration

Drive

The powerful pushing action through the front leg to propel the body forward explosively

High Knee Lift

Bringing the knee up towards the chest during the driving phase to generate power and stride length

Ball of Foot Strike

Landing on the front part of the foot (metatarsals) rather than the heel for efficient force transfer

Arm Swing

Powerful, coordinated movement of arms in opposition to legs, driving from shoulder with bent elbows

Start Position

The ready stance before the start signal - one foot forward, weight on front leg, body leaning forward

Explosive Power

The ability to generate maximum force in minimum time, essential for sprint starts

Skill Progression Pathway

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

Prior Learning

Basic running technique and understanding of acceleration
Experience with reaction games and quick decision-making
Awareness of safe spacing and starting procedures
Fundamental understanding of body positioning and balance

Current Skills

Explosive reaction to auditory start signals
Powerful drive phase mechanics with forward lean
Coordinated arm swing to complement leg drive
High knee lift with ball of foot strike pattern
Understanding of biomechanical efficiency in sprint starts
Video analysis skills for peer assessment

Next Steps

Integration of starting blocks for advanced sprint starts
Transition from drive phase to maximum velocity running
Race strategy and pacing for different sprint distances
Application of sprint technique to relay changeovers

Milestone Indicators

Consistent reaction times under 0.3 seconds to start signal

Maintenance of forward lean (approximately 45 degrees) for first 10 metres

Visible acceleration through progressive stride lengthening

Smooth transition from driving phase to upright sprinting position

Key Teaching Points

Starting position is foundational: front foot just behind line, back foot approximately 2 feet behind, both knees bent, 70% of weight on front leg, body leaning forward at 45-degree angle, arms in opposition, eyes focused forward on track not downward
Explosive reaction is about immediate response without hesitation - develop through varied reaction games and unpredictable start timing
Driving phase requires maintenance of low body angle (approximately 45 degrees forward lean) for first 8-10 metres - this generates maximum horizontal force and acceleration
High knee lift during driving phase is essential - knees driving up toward chest (approximately 90-degree hip angle) creates powerful stride length and prepares for optimal foot strike
Ball of foot strike pattern during driving phase enables quick ground contact time, elastic recoil, and efficient force transfer - avoid heel striking which brakes momentum
Powerful arm drive must be coordinated with leg action - arms bent at 90 degrees, hands moving from hip height to chin height, driving from shoulders with relaxed hands, vigourous arm action directly increases leg power
Progressive transition from driving phase to upright running position occurs naturally around 10-12 metres - gradual rise, not sudden standing up which loses momentum
Video analysis is powerful learning tool - use slow-motion to reveal technique invisible at normal speed, compare first and final attempts to demonstrate improvement, develop critical observation skills through peer coaching

Common Misconceptions

Misconception: 'The fastest runner has the best technique.' Reality: Speed without technique is inefficient and limits potential. The goal is technically excellent sprinting which ultimately produces fastest times.
Misconception: 'I should stand up as quickly as possible after the start.' Reality: Staying low in driving phase for 8-10 metres generates maximum acceleration. Standing too early loses driving power and horizontal force.
Misconception: 'Starting position doesn't matter much - it's all about running fast.' Reality: Optimal starting position with correct weight distribution and body angle is foundational to explosive starts. Poor position makes quick reaction and powerful drive impossible.
Misconception: 'Arms don't really affect leg speed.' Reality: Vigourous, powerful arm drive directly increases leg turnover rate and power. Arms and legs are biomechanically linked - weak arm action produces weak leg drive.
Misconception: 'I should take huge steps to cover more ground.' Reality: During driving phase, powerful push creating optimal stride length is key, not over-striding which reduces ground contact time and power generation. Quality over quantity.
Misconception: 'If I'm not naturally fast, I can't improve much.' Reality: Sprint technique is highly trainable. Explosive power, reaction time, and mechanical efficiency can all be developed significantly through proper coaching and practice. Genetics matter for elite level, but technique transformation is achievable for all.
Misconception: 'Reaction time is just luck or instinct.' Reality: Reaction time improves dramatically with practice, focus, and neurological training. It's a trainable skill involving anticipation, concentration, and neuromuscular readiness.

SEN Adaptations

ADHD

Short, varied activities maintain engagement (lesson design naturally supports this with multiple activity changes). Provide clear time boundaries for each section - use visual timer if helpful. Active leadership roles: equipment collector, demonstrator, group organiser to channel energy positively. Offer movement breaks if needed - brief jog or dynamic stretches. Positioning: place near teacher during instruction periods for redirection if attention wandering. Explicit behaviour expectations before each new activity. Immediate, frequent positive feedback when on-task and showing good technique. Break longer activities into smaller chunks with clear completion points.

dyspraxia

Simplify starting position initially - standing start rather than complex crouch position. Provide visual guides showing body position (photos/diagrams). Break technique down into smaller sequential steps: 1) foot position, 2) knee bend, 3) weight forward, 4) arms ready. Allow additional practice time on each technical element before combining. Reduce sprint distance initially (10-15m) until confidence built. Provide consistent, patient partner for coaching who will support without frustration. Use video analysis extensively as this supports their learning style. Celebrate small incremental improvements prominently. Consider providing written technique checklist they can refer to.

autism spectrum

Provide visual schedule showing lesson sequence at start. Use 'now and next' boards showing current activity and upcoming transition. Offer quiet zone option if competitive intensity overwhelming. Give advance warning of whistles or loud start signals which may cause sensory overload. Provide clear, literal instructions avoiding figurative language. Use visual demonstrations prominently alongside verbal instructions. Offer headphones during video viewing if preferred. Allow processing time after questions before expecting response. Buddy system with understanding partner who provides consistent support. Maintain predictable routines within lesson structure.

visual impairment

Use brightly coloured cones for clear visual markers. Provide verbal descriptions of video content during analysis sections. Partner with sighted buddy for coaching activities. Use tactile markers for starting line position (rope or textured line). Provide detailed verbal instructions before each activity. Allow student to walk/jog sprint lanes before activities to familiarize with space. Consider auditory start signal at louder volume or with distinctive sound pattern.

hearing impairment

Visual start signals alongside or instead of whistle (flag drop, light signal, hand gesture). Ensure student positioned where they can see teacher demonstrations and instructions clearly. Provide written instruction cards showing key teaching points and technique requirements. Buddy system with hearing partner who can relay important auditory information. Use visual video analysis as primary teaching method (strength for these students). Ensure teacher faces student when giving instructions so lip-reading possible. British Sign Language support if available.

physical disability

Wheelchair user adaptations: sprint start from stationary wheelchair position focusing on explosive push of wheels, maintain emphasis on quick reactions and powerful arm drive. Partner push wheelchair races maintaining technical coaching focus. Ambulant with limited mobility: modify starting position to standing rather than crouch, reduce sprint distance to manageable level (10-15m), allow walking starts if needed, focus on whatever explosive movement they can generate. Provide additional adult support for technique coaching if needed. Celebrate effort and personal improvement prominently.

Cross-Curricular Links

English

Technical vocabulary development: reaction time, driving phase, ball of foot strike, explosive power, high knee lift. Verbal communication skills through coaching feedback delivery. Descriptive language when analysing video footage ('I observed that...', 'The angle appears to be...', 'In comparison to the first attempt...'). Instructional language when demonstrating to partners. Listening skills during video analysis, teacher instructions, and partner feedback.

Maths

Timing sprints to nearest 0.1 second develops decimal understanding. Calculating improvement percentages between first and final sprint attempts (e.g., 'I improved my time by 0.3 seconds from 4.2 to 3.9 - what percentage improvement is this?'). Measuring distances for driving phase (10m) and full sprint (20m). Analysing data from multiple sprint attempts to calculate mean average times. Understanding angles through body lean measurement (45-degree forward lean). Representing data graphically by plotting reaction times across multiple attempts.

Science

Forces and motion: horizontal force generation through driving phase, friction between foot and surface enabling acceleration. Newton's laws: equal and opposite reaction forces between foot push and ground resistance. Muscular system: quadriceps, hamstrings, glutes, and calves as prime movers in sprinting. Cardiovascular system: increased heart rate and breathing during high-intensity work, oxygen delivery to working muscles. Elastic recoil and energy transfer through ball of foot strike pattern. Biomechanics: levers in leg extension (ankle, knee, hip as fulcrums), mechanical advantage in arm swing.

Physics

Acceleration from stationary position to maximum velocity - calculating rate of acceleration over 10m. Kinetic energy building through driving phase. Centre of mass position and forward lean angle affecting acceleration efficiency. Ground reaction forces and their vectors during push-off phase. Momentum building progressively through extending stride length. Power output calculation: force x velocity during explosive sprint start.

PSHE

Resilience and growth mindset: accepting that technique development requires multiple attempts and learning from mistakes. Peer support and constructive feedback: developing communication skills through coaching partnership. Managing competitive emotions: maintaining technique focus under race pressure, handling winning and losing gracefully. Goal-setting: identifying specific technical improvements to work toward. Self-esteem building through recognition of personal progress regardless of comparison to others. Healthy active lifestyles: understanding benefits of sprint training for fitness, bone health, and mental wellbeing.

Teacher Guidance

Positioning

During sprint activities: position to side of starting line area with clear sightline of all lanes and students. During paired coaching: circulate continuously between pairs to monitor safety, provide feedback, and ensure equipment used correctly. During video analysis: position where you can see both screen and all students to monitor engagement. During cool-down: central position where all students can see demonstrations.

Observation Focus

Priority safety observations: adequate spacing maintained, no students in running lanes when others sprinting, technique not deteriorating due to fatigue, appropriate intensity in tagging/competitive games. Priority learning observations: explosive reaction to start signal, low body angle maintained during driving phase (first 8-10m), high knee lift pattern, ball of foot strike, powerful coordinated arm drive, quality of coaching feedback being provided between partners.

Intervention Points

Intervene immediately if: unsafe spacing or potential collision risk, aggressive or unsafe tagging/physical contact, technique breakdown suggesting fatigue or risk of injury, students disengaged or off-task during paired work, equipment being used incorrectly, any student showing signs of distress or injury. For learning: intervene if paired feedback too vague or incorrect, demonstrate technique to small group struggling with same issue, provide additional challenge to students mastering quickly.

Demonstration Notes

Demonstrate sprint start position clearly from multiple angles - front view showing foot position and knee bend, side view showing forward lean angle (approximately 45 degrees). Use student demonstrators showing excellent technique when possible to make achievement seem accessible. When demonstrating common errors, exaggerate slightly and use humour to make memorable (e.g., standing bolt upright saying 'this is what NOT to do!'). During video analysis, use pause and rewind functions liberally to ensure all students observe key technical points. When modelling coaching feedback, demonstrate both vague feedback ('that was good') and specific technical feedback ('your knee lift reached 90 degrees and you maintained low position for 8 metres') to set expectations for quality peer coaching.

Verbal Cues

•'Low equals GO!' - to reinforce driving phase body position
•'Drive those knees!' - to emphasise high knee lift
•'Explode!' - at start signal to encourage explosive reaction
•'Pump those arms!' - to reinforce powerful arm drive
•'Ball of foot!' - to remind about foot strike pattern
•'Hold your lean!' - during driving phase to maintain forward body angle
•'Stay low, stay low, now rise' - to coach full driving phase duration

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor athletics area or sports hall, with at least 6 starting lanes marked 2m apart and 20-25m clear running space ahead of start line. Additional space required for warm-up activities (minimum 20m x 30m open area).

Surface Check

Dry, even athletics track or sports hall surface free from puddles, debris, loose gravel, or uneven ground. If outdoor, assess weather conditions - cancel if surface slippery from rain or ice. Check for any trip hazards along sprint lanes before each activity.

Equipment Safety

Safety Checks

•Cones checked for stability and no sharp edges or cracks
•iPads in protective cases, positioned safely away from running lanes when recording
•Starting lines clearly marked and visible to prevent confusion about starting position
•Stopwatches functioning correctly with clear displays
•All equipment stored safely away from running areas when not in use

Risk Management

Key Risks

•Muscle strains from explosive movements without adequate warm-up
•Collisions between students during reaction games or races due to inadequate spacing
•Falls or slips during high-speed sprinting, particularly in driving phase when body low
•Hamstring or quadriceps strains from maximal sprint efforts without proper preparation
•Delayed onset muscle soreness (DOMS) following intense sprint work

Risk Mitigation

•Thorough dynamic warm-up including reaction game that progressively prepares muscles for explosive work
•Clear boundaries and lane markings with minimum 2m spacing between running lanes
•Progressive skill development from video analysis to coached practice before maximal effort competition
•Adequate rest periods between sprint attempts (minimum 2-3 minutes) to prevent fatigue-related injury
•Monitoring of technique throughout - stop any student showing signs of excessive fatigue or breakdown in safe movement patterns
•Comprehensive cool-down with static stretching to prevent muscle tightness
•Surface checked before each set of sprints to ensure safe conditions maintained
•Emergency procedures clearly communicated - students know to alert teacher immediately if injury occurs

Supervision & Emergency Procedures

Supervision Points

•Position with clear view of all starting lanes during sprint activities
•During paired coaching activities, circulate continuously to monitor both safety and learning
•Stand to side during races to observe both start area and full running lane
•Monitor energy levels throughout lesson - intervene if any student showing signs of excessive fatigue
•Particular attention to students with additional needs or those new to explosive sprint work
•Ensure adequate spacing maintained between groups during all activities

Emergency Procedures

Stop all activity immediately if any injury suspected. Assess injury severity using established first aid protocols. For minor issues (mild muscle tightness, slight strain), student moves to side for rest, ice if available, and observation. For significant injuries (acute pain, inability to bear weight, visible swelling), initiate school emergency procedures, contact first aider/medical staff immediately, do not move injured student unless essential for safety. All injuries logged in school accident book. Remaining students supervised in calm alternative activity while incident managed.