Assessing Running Progress

Overview

This 60-minute lesson is designed for Years 3-4 students in New Zealand as Lesson 19 of the unit "Oma Roa: Journey to Fun Run." The focus is on evaluating personal and group running performance through a timed group run and reflecting on improvements. The lesson aligns explicitly with the New Zealand Curriculum's Health and Physical Education learning area, supporting key competencies and achievement objectives for this year group.

Learning Intentions

WALT (We Are Learning To): Evaluate personal and group running performance.

Success Criteria:

Complete a timed run as a group.
Discuss personal and group running performance.
Identify specific ways to improve running stamina and speed.

Curriculum Alignment

Learning Area: Health and Physical Education
Strand: Movement Concepts and Motor Skills
Level: 2 (Years 3-4)
Achievement Objective: Explore and describe factors that influence skill development and performance in physical activities (NZC HPE, Level 2)
Key Competencies:
Managing self: Set personal goals for performance improvement.
Relating to others: Collaborate as a group during the activity and discussion.
Thinking: Reflect critically on personal and group performance.
Values:
Excellence, Encouragement, and Respect through personal challenge and group support.

Lesson Structure

Minute	Activity	Description	Notes
0-10	Warm-up & Introduction	Dynamic warm-up (e.g., jogging, stretches). Review WALT and success criteria.	Include simple explanation for timed run. Use dyslexia-friendly verbal cues.
10-15	Group Briefing	Outline the timed run procedure. Emphasise fair effort, encouragement, and safe running.	Reinforce group cooperation and focus on personal bests.
15-35	Timed Group Run	Run a pre-measured distance individually but within the group setting. Record each student’s time.	Use stopwatches or timing app; have adults/assistants for timing support.
35-45	Cool Down & Hydration	Gentle walking, stretches, and hydration break.	Modelling calm down routines.
45-55	Group Discussion & Reflection	Guided discussion: What went well? What could improve? How did the group support each other?	Use think-pair-share to engage all students, including those who may need extra support.
55-60	Goal Setting	Each student states one personal running goal based on today’s run, and one way the group can improve.	Use visual goal-setting charts for dyslexia-friendly support.

Differentiation Strategies

For Diverse Learners:
Provide accessible instructions with clear, concise language and visual demonstrations.
Use peer support and small timed groupings to reduce pressure.
Allow walking breaks or alternate distances for students requiring modified participation.
For Advanced Learners:
Challenge to improve their personal best time.
Encourage them to suggest strategies for pacing and breathing.
Invite them to help time peers or lead warm-up activities.
Dyslexia-Friendly:
Use easy-to-read fonts and large print on any written instructions and posters.
Provide verbal instructions supplemented with visual gestures or pictograms.
Include multisensory activities like clapping rhythm for pacing.

Resources Needed

Pre-measured running track or oval area (~100-200 meters depending on school grounds)
Stopwatches or timing apps (one per group of 5-7 students)
Cones or markers to designate start and finish lines
Water bottles
Goal-setting charts with visuals
Whistle for signalling start/stop of runs

Assessment & Feedback

Formative Assessment: Monitor students during the run for effort, technique, and safety. Observe ability to reflect and discuss performance meaningfully.
Self-Assessment: Students identify personal goals and discuss how they can improve individually and as a team.
Teacher Feedback: Provide specific positive feedback on effort and encourage reflection on pacing, stamina, and team support.

Extension Activities

Organise a buddy-run where advanced learners pair with peers to mentor pacing techniques.
Create a simple chart tracking improvement over the remaining lessons of the unit for continued motivation.
Introduce basic concepts of heart rate and healthy lifestyle choices connected to running.

Teacher Notes

Emphasise positive reinforcement and celebrate all achievements to maintain engagement and confidence.
Link today’s self and group evaluation to earlier lessons focused on skill-building and fun.
Ensure safety is paramount: check running surface, monitor weather, and provide adequate supervision.

This lesson plan fully complies with New Zealand's Health and Physical Education curriculum by fostering personal growth, collaborative skills, and physical competence in running performance for Year 3-4 students. It provides clear learning intentions, inclusive strategies, and formative assessment embedded within a motivating physical activity context.

Teaching Instructions