Ready, Set, Go!

Overview

Unit Title: Run, Pace, Team!
Lesson Title: Introduction to Running: Form, Stamina, and Teamwork
Duration: 60 minutes
Year Level: Foundation
Class Size: 20 students
Curriculum Area: Health and Physical Education (HPE)
Australian Curriculum Links (ACARA) – Foundation Year:

• Movement and Physical Activity
  • Practise fundamental movement skills and movement sequences using different body parts (ACPMP008)
  • Cooperate with others when participating in physical activities (ACPMP012)
  • Identify and describe how their body moves in relation to effort, space, time, objects and people (ACPMP011)

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Learning Intentions

By the end of this lesson, students will be able to:

• Demonstrate basic proper running form (posture, arm action, and footfall).
• Recognise what the word “pace” means and begin to explore how to adjust running speed.
• Participate in short running activities with increased stamina.
• Work together with peers in group-based tasks that promote sportsmanship and cooperation.

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Success Criteria

Students will:

✔ Show correct tall posture and pumping arms when running
✔ Use slow, medium, and fast running speeds appropriately when guided
✔ Engage in all activities with effort and enthusiasm
✔ Demonstrate teamwork by encouraging others and playing fairly in team tasks

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Materials & Setup

• 20 marker cones
• Whistle
• Stopwatch or timer
• 20 bean bags or soft objects for relay
• Music (optional for transitions)
• 5 laminated “Pacing Animal Cards” (Tortoise – very slow, Koala – slow, Wombat – medium, Kangaroo – fast, Cheetah – flat out!)
• Open outdoor space or gymnasium

Safety Considerations:

• Ensure area is free from hazards
• Use safe running surfaces
• Discuss safe movement (e.g. eyes forward, not pushing, taking turns)

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Lesson Sequence

⏱ 0–10 mins: Welcome & Warm Up (Activate)

1. Welcome and Wriggle (2 minutes)

• Gather students in a circle. Use an energetic tone to welcome them and get them excited about moving.
• Briefly outline the lesson focus: “We’re going to learn how to run really well, how to pace ourselves, and how to work with friends!”

2. Animal Moves Warm-Up (8 minutes)

• Lead students through dynamic stretching and movement warm-up disguised as fun animal imitation:
  • Tall Giraffe Walks – reach up and stretch tall
  • Kangaroo Hops – two-foot jumps
  • Cheetah Dashes – short, sharp 5-second sprints
  • Wombat Crawls – squat & crawl slowly
  • Eagle Arm Circles – focus on dynamic shoulder movement

💡 Tip: Keep it play-based! Narrate a silly animal race and let students "travel" across the field.

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⏱ 10–25 mins: Running Fundamentals (Explain/Explore)

3. What Makes a Good Runner? (3–4 minutes)
Visual discussion with student modelling:

• Posture: “Stand tall like a tree, not a banana!”
• Arms: Bend elbows, swing smoothly (not side-to-side or flappy)
• Feet: “Tip–tap toes,” not stomping

Ask: Who thinks they can show good runner form? What happens if we run while slouching?

4. Form Practice Drills (8–10 minutes)

Station Rotation in 4 Small Groups (Each group rotates through a 2-minute station)

• Station 1: Posture Puff – Balance bean bag on head, try walking/running with good posture
• Station 2: Arm Swing Race – Run on spot in slow motion, focusing on elbow bend
• Station 3: Toe Tap Track – Hop through cones lightly, “quiet feet”
• Station 4: Mirror Me – Partner takes turns showing running form, other copies

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⏱ 25–40 mins: Stamina and Pacing (Elaborate)

5. “How Fast Is Fast?” Game (15 minutes)

• Introduce the concept of pacing. Ask: “Can you run fast for a long time?”
• Show laminated Pacing Animal Cards. Explain each one represents a different running speed.

Activity: Animal Pace Tracks
Mark 5 lanes using cones. Hold up a pacing animal (e.g., “Wombat!”) and students run the lap at that pace. Repeat with different animals.

Layers:

• Round 1: Individual practice
• Round 2: Follow-the-leader in small groups
• Round 3: One group demonstrates "good pacing" while others observe

🎯 Challenge: Can you keep “Wombat” pace for the full track?

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⏱ 40–55 mins: Team Challenge (Apply & Collaborate)

6. ‘Treasure Track’ Relay Race (15 minutes)
Team-building cooperative run involving collecting “treasures” (bean bags)

Setup:

• Divide class into 4 teams of 5
• Set a starting point and a cone 15m away holding 5 bean bags per team
• One at a time, students run to the cone, collect 1 bean bag, run back and tag the next runner
• Twist: Teacher announces a “Running Animal” (pace) before each round
• Teams work together to collect all 5 treasures without running out of energy

🎖 Extension: Teams must plan their own order – who goes first, second, etc. – considering who might be faster/slower

💬 Discussion Prompts:

• “How did your team work together?”
• “Was it easier to run slow or fast for a long time?”
• “What did you notice about your body when you were pacing?”

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⏱ 55–60 mins: Cool Down & Reflection (Evaluate)

7. 'Walk the Track’ Cool Down (3–4 minutes)
Walk one slow lap as a group while doing arm swings and slow breathing. Play calming music if available.

8. Reflective Circle Talk (2–3 minutes)
Sit in circle. Use the “thumbs up/middle/down” check-in system:

• “Did you learn something new about running today?”
• “Did you try your best?”
• “Did you help a teammate?”

💡 Encourage one or two students to share something they were proud of or a new thing they learned.

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Differentiation & Inclusion

• Support: Use visual cues and physical modelling for less verbal learners; allow walking in place of running if needed
• Extension: Challenge early finishers with pacing pattern games (e.g. run-slow-run-fast-run-slow)
• Inclusion: Ensure teams are inclusive; vary roles so all students feel involved regardless of ability

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Assessment Opportunities

• Observation checklist during station work and team relay:
  • Uses correct posture and arm movement
  • Adjusts speed based on cue
  • Demonstrates cooperation
• Student self-reflection at the end
• Informal anecdotal notes on engagement and stamina

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Teacher Reflection (Post-Lesson)

☐ What running elements were easily understood?
☐ Did students engage meaningfully in pacing tasks?
☐ Were teams equitable and inclusive?
☐ Which students stood out positively for teamwork and effort?

Consider using this feedback to inform future game-based fitness sessions and lay strong groundwork for cross-country, athletics, or NAPLAN preparation in later years.

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Final Thought for Teachers

This lesson isn’t just about movement – it’s about building self-awareness in the body, sparking joy in purposeful activity, and laying the foundation for physical literacy. When students feel like runners, they’re more likely to become runners – happy, active kids who move with confidence.

👏 Well done on nurturing these skills in such an engaging, age-appropriate way!