Cross Country Challenge

Overview

In this final lesson of the "Run, Skip, Play!" unit, Year 2 students will engage in a mini cross country challenge. They will run and skip alternately over a course of approximately 600 metres, focusing on pacing themselves and persevering. After completing the activity, students will reflect on their effort and strategies that helped them succeed. This lesson aims to foster physical confidence, resilience, and the ability to self-assess.

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Curriculum Links

Health and Physical Education Key Competencies and Learning Areas

• Participating and contributing: Students develop confidence and motivation to continue physical activities despite challenges.
• Managing Self: Demonstrate the ability to pace themselves and regulate effort during physical activity.
• Movement Competence: Apply skills of running and skipping in a sustained activity context.
• Personal Health and Physical Development: Understand the importance of perseverance and pacing in physical challenges.

Achievement Objectives (Level 1)

• Movement Concepts and Motor Skills: Participate in regular physical activities to develop fundamental movement skills such as running and skipping.
• Showing Confidence in Physical Activities: Demonstrate enjoyment and persistence in physical activities.
• Self-Management: Recognise personal effort and strategies to maintain physical activity.

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Learning Intentions (WALT)

• We are learning to challenge ourselves by running and skipping around a course.
• We are learning to pace ourselves and persevere during longer physical activities.
• We are learning to reflect on our effort and identify strategies that helped us succeed.

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Success Criteria

• I complete the 600m cross country course running and skipping.
• I am able to talk about how I paced myself and kept going.
• I can share one thing that helped me during the challenge.

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Resources

• Marked outdoor course approximately 600 metres.
• Cones or markers to designate start, finish, and changing points.
• Whistle or timer.
• Reflection sheets with simple sentence starters (dyslexia-friendly font, use of icons).
• Pedometers or step counters (optional for extension).

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Lesson Duration: 30 minutes

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Lesson Structure

1. Warm-up and Introduction (5 minutes)

• Activity: Lead the class through a fun warm-up — easy jogging and skipping on the spot, gentle stretching.
• Teacher talk: Explain today’s challenge — the mini cross country run with alternating running and skipping.
• Highlight the focus on pacing and perseverance.
• Use simple, clear language and visual aids to reinforce instructions.
• Differentiation: Provide clear individual instructions for students needing extra support; use peer buddies.

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2. Cross Country Challenge (15 minutes)

• Activity: Students complete the course.
• Alternate running and skipping in sections (e.g., 100m running, 50m skipping, repeat).
• Encourage pacing: slow down if tired rather than stop.
• Teacher monitors, offers encouragement, and reminds about effort.
• Safety: Ensure water is available and watch for signs of fatigue.
• Differentiation:
• Students who struggle can reduce the distance or alternate with walking.
• Advanced learners can wear pedometers and try to improve their time/pace.
• Extension: Invite advanced students to try skipping faster or completing additional laps.

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3. Reflection and Discussion (8 minutes)

• Regroup and sit in a circle.
• Use guided questions to reflect:
• How did you feel during the run?
• What helped you keep going?
• What could you do next time to improve your pacing?
• Provide scaffolds: simple sentence starters on reflection sheets (e.g., “I kept going by...”, “I felt...”).
• Allow sharing verbally or through drawings.
• Teacher models reflective language.
• Dyslexia-friendly: Use visuals and simple text on sheets.

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4. Cool-down and Wrap-up (2 minutes)

• Gentle walking and deep breathing exercises.
• Praise all efforts, reinforcing self-challenge and reflection.
• Remind students that it’s great to keep trying and celebrate their perseverance.

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Differentiation Strategies

• Provide peer support and buddy systems for students needing encouragement.
• Use visual clues like coloured markers and simple demonstrations.
• Allow walking breaks for those with lower stamina.
• Give extension tasks like timing laps or challenging themselves to improve skipping speed.

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Assessment

• Formative: Teacher observes student participation, pacing, and perseverance during the course.
• Reflection responses indicate understanding of self-management and effort.
• Success criteria checked through completion and discussion contributions.

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This lesson aligns with The New Zealand Curriculum by supporting students' developing movement skills, encouraging their motivation and confidence in physical activity, and promoting self-management competencies through reflection and challenge. It respects the developmental stage of 5-7 year olds by balancing physical activity with supported discussion and reflection, ensuring inclusivity and challenge for diverse learners in a rural school setting.