Building Running Confidence

Overview

Subject: Physical Education
Year Level: Years 1–2
Lesson Duration: 45 minutes
Number of Students: 17
Curriculum Links:
Australian Curriculum: Health and Physical Education (F–10)

• Movement and Physical Activity – Fundamental Movement Skills (ACPMP008, ACPMP025)
• Movement and Physical Activity – Understanding Movement (ACPMP009, ACPMP026)
• Personal, Social and Community Health – Communicating and Interacting for Health and Wellbeing (ACPPS004, ACPPS018)

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Learning Objectives

By the end of this lesson, students will:

1. Develop fundamental running skills, focusing on body posture, arm movement, and foot strike.
2. Increase stamina through sustained participation in structured running activities.
3. Understand and apply basic pacing strategies, such as slowing down or maintaining a steady jog.
4. Demonstrate teamwork and sportsmanship in paired and group activities.

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Success Criteria

Students will be successful when they can:

✔ Show correct running form: tall posture, relaxed arms, and light foot contact.
✔ Run a set distance (e.g. 300–400 metres) without needing to stop abruptly.
✔ Identify when they are going too fast and adjust their pace.
✔ Participate positively in team games, showing respect and encouragement towards peers.

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Equipment

• 15 Cones (to mark track and zones)
• Stopwatch or timer
• Coloured bibs or bands for team identification
• Whiteboard and markers
• Music speaker (optional for warm-up and cool-down)
• A3 laminated visual cards of good vs poor running form
• Water bottles (brought by students)

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Lesson Breakdown (45 Minutes)

1. Welcome & Introduction (5 minutes)

• Gather students in a semi-circle outside. Discuss today's focus: “Running strong and smart.”
• Briefly explain that we’re learning how to run better, last longer, and pace ourselves – just like the big cross-country runners!
• Ask: “What happens if we run too fast at the beginning of a race?”

Key Vocabulary Introduced:
Posture, Stamina, Pace, Teamwork, Sportsmanship

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2. Warm-Up Game — "Traffic Lights" (7 minutes)

Purpose: Activate muscles and introduce pacing

How to Play:

• Red = Stop
• Yellow = Slow jog
• Green = Run at a steady pace
• Blue = Sprint for 5 seconds only (to practise controlling sudden energy bursts)

Coach's Tips: Use music for rhythm. Change commands every 15–20 seconds.

Differentiation:

• For students with lower mobility, allow walking for yellow and jog for green.

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3. Skill Development Rotations (20 minutes total — 3 x 6 min)

Students rotate in 3 small groups across the following stations to focus on a different running concept. Approx. 5-6 per group.

Station A – Running Form Focus (with mirrors or laminated visuals)

Activity: Practice running while copying correct posture from a visual card:

• Head tall and eyes forward
• Arms bent at 90 degrees, swinging forward/back
• Light foot touches, pushing off (not stomping)

Teacher Role: Give specific feedback – e.g. “Try relaxing your hands like you're holding a feather!”

Assessment Tip: Tick formative checklist for each student demonstrating correct form.

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Station B – Pacing Challenge Circuit

Activity: Mark out a small course (approx. 250m loop) with cones in 4 colours:

• Start by walking 1 lap
• Next lap: Gentle jog
• Final lap: Choose your best sustainable pace

Ask students after each lap: “How are you feeling?"
Introduce metaphor: "Is your engine running nicely, or is it overheating?"

Assessment Tip: Note students adjusting speed across laps.

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Station C – Team Relay (with Pacing Strategy)

Activity: 3 x short relay teams. Team members must pass a baton/cone after jogging approx. 40m.

• Emphasise steady pace (no sprinting)
• Cheering encouraged for all teams!

Focus: Turn-taking, positive feedback to peers, maintaining steady pace even when competitive.

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4. Whole Group Activity — “Rainbow Run” (8 minutes)

Set-Up: Large loop track made from cones. Each child receives a coloured sequence card (e.g.: red → green → blue → yellow), and each colour instructs them how to run:

• ▶ Red: WALK
• ▶ Green: JOG STEADY
• ▶ Blue: SPRINT 3 SECONDS
• ▶ Yellow: REST ZONE

Challenge: Can you follow the sequence twice without getting too tired?

Teacher Tip: This reinforces pacing in a novel, engaging way.

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5. Cool Down & Reflection (5 minutes)

• Slow walk together as a group. Shake arms, gentle stretch legs.
• Gather in a circle and do “Running Reflection”:

Prompt Questions:

• Which pace helped you feel strong the longest?
• Did you feel when it was time to slow down today?
• How did you show teamwork?

Invite 2-3 students to share what they did well and what they’d like to try next time.

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Assessment Notes

Formative Assessment Tools:

• Observation checklist for:
  • Running posture
  • Pacing control
  • Team behaviour
  • Participation effort
• Teacher anecdotal notes during reflections

Extension Opportunities:

• Invite faster runners to guide teams or set pacing zones.
• Challenge stronger groups with a longer “Rainbow Run” pattern (e.g. add purple = skip zone).

Support Strategies:

• Use visual prompts and pacing cues for EAL/D students
• Encourage peer mentors for students who need help in forming or resting zones

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Safety Considerations

• Ensure track area is free from hazards (e.g., sticks, potholes)
• Hydration break mid-lesson
• Sun safety reminder (e.g. hats, sunscreen)
• Monitor student breathing and signs of exhaustion

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Teacher Reflection

After the session, reflect on:

• Which students adjusted their pace effectively?
• Were there any students consistently sprinting too early or showing signs of fatigue?
• How effective were the visuals and metaphors (e.g. “engine overheating”)?

Document any necessary individual adjustments for next week’s session.

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Next Steps
Introduce mini timed challenges next week with a “Beat Your Pace” focus, continuing individual stamina tracking using smiley-face pacing logs.

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Empower Year 1–2 students to see running not as a race against others, but a journey to understanding and pacing their own energy — building not only their legs, but also their confidence. 🏃‍♀️🏃‍♂️