Sprint Skills Practice

Context and Curriculum Links

This lesson is designed for Year 2 students in New South Wales, targeting Physical Education outcomes aligned with the NSW syllabus for Health and Physical Education. By the end of Year 2, students are expected to apply fundamental movement skills in different movement situations and explain how they move effectively with objects and in space, as per the NSW HPE Achievement Standard for Years 1 and 2 .

WALT, WILF & TIB

• WALT (We Are Learning To):
  Sprint using correct technique focusing on arm swing, knee lift, foot placement, and posture.

• WILF (What I'm Looking For):

  • Students sprint 5–10 metres using correct form.
  • Students use feedback to improve their running posture and coordination of limbs.
  • Students participate enthusiastically in sprint activities and games.

• TIB (This Is Because):
  Proper sprint technique helps improve speed, coordination, and reduces injury risk, which are important for lifelong physical activity and health.

Biblical Perspective

"Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize." – 1 Corinthians 9:24 (NIV). This reminds us to give our best effort in everything we do, including physical activity, respecting the body God has given us.

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Lesson Breakdown (40 minutes)

1. Warm-Up (5 minutes)

Activity: Follow the leader movement prompts around the space.

• Walk → Jog → Quick feet.
• Freeze, holding running arm pose.
• Lift knees high.
• Run tall, focusing on posture.

Focus Language:
“Look ahead… lift your knees… swing arms… land on balls of your feet.”

Biblical Reflection: Inviting students to thank God for movement and strength as they warm up.

2. Explicit Teaching of Sprint Technique (5 minutes)

• Practice sprints 5–10 metres focusing on:

  • Arm swing forward and back with elbows bent around 90°.
  • High knees driving forward.
  • Heels lifting towards bottom during stride.
  • Eyes looking straight ahead, not down.
  • Feet running along an imaginary straight line.

• Group Discussion:
  “Which part of your body was easiest to control? Which was hardest?”

Teacher notes: Observe for common errors like looking down, crossing arms in front, or landing on heels, and provide immediate correction.

3. Skill Practice Stations (20 minutes)

Students split into three groups (about 6-7 students per station), rotating every ~6–7 minutes.

• Station 1: Arms in Action
  Jog in place swinging arms correctly, imagining “hammering nails” with elbows to encourage proper arm mechanics.

• Station 2: Feet & Knee Focus
  Run 5–10 metres focusing on lifting knees high and landing on the balls of their feet, running along an imaginary straight line.

• Station 3: Partner Observation
  Run side by side with a partner; partners observe and provide feedback on arm swing, knee lift, and posture using simple cues.

Differentiation:

• Provide visual cues (posters/images) to assist dyslexic learners.
• Allow slower-paced modified sprints for students needing more support.
• Advanced students can time their sprints and aim to improve their personal best.

4. Whole-Class Game: “Traffic Lights Sprint” (7 minutes)

• Green = Sprint with high knees
• Yellow = Jog with strong arm swings
• Red = Freeze in sprint start pose
• Blue = Sprint on spot heels to bottom

This promotes listening skills, quick responses, and reinforces sprint technique in an engaging way.

5. Cool Down and Reflection (3 minutes)

• Gentle walking and stretching.
• Group discussion with guided questions:
  • “Which body part helped you run faster today?”
  • “What was hardest to control?”
  • “What changed when you looked at the ground instead of ahead?”
  • “What is one thing you can practise next lesson?”

Encourage students to thank God for their abilities to move and learn.

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Assessment & Success Criteria

• Observation of sprint form during stations and game (correct arm swing, knee lift, foot placement).
• Student self-reflection responses during cool down demonstrating understanding of sprint technique.
• Peer feedback at Station 3 shows ability to identify and communicate technique points.

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Differentiation Strategies

• Support: Visual aids and verbal prompts for technique; simplified tasks for students with coordination difficulties.
• Extension: Students who master technique quickly can practise timing sprints or teach peers correct form.
• Dyslexia-friendly reading: Use clear, simple font on visual cue cards with pictures demonstrating correct sprint technique.

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Equipment Needed

• Cones or markers for 5–10 m running lines
• Posters or visual cue cards illustrating sprint technique
• Stopwatch or timing device (optional)

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Notes for Teachers

• Maintain positive reinforcement to encourage growth mindset.
• Use the biblical reflection to build holistic development valuing body and spirit.
• Rotate stations efficiently to maintain engagement and manage transitions smoothly.

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This lesson plan aims to combine skill development, physical fitness, and character-building through a biblical lens, fulfilling the NSW Curriculum's emphasis on fundamental movement skills and respectful, cooperative participation in physical activities .