Running and Walking

Overview

• Duration: 30 minutes
• Class size: 25 reception students (ages 4-5)
• Unit: Fundamental Movement Fun (Lesson 2 of 6)
• Focus: Developing fundamental locomotor skills – running and walking
• Curriculum links:
  • Early Years Foundation Stage (EYFS) Physical Development: Moving and Handling
  • NHS Physical Activity Guidelines for early years
  • Early Learning Goals: Physical Development (Moving and Handling & Health and Self-Care)

---

Learning Objectives

By the end of the session, pupils will be able to:

• Demonstrate basic walking and running techniques safely and with appropriate control.
• Understand the difference between running and walking using their body awareness.
• Participate cooperatively in relay races and obstacle courses.
• Develop spatial awareness and social skills through group activities.

---

Curriculum Reference

• EYFS Statutory Framework (2021):
  • Physical Development - Moving and Handling: Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space.
  • Personal, Social, and Emotional Development: Children work as part of a group or class and understand the rules.
• Physical Education Programmes of Study (Key Stage 1 focus on early movement foundations).

---

Resources

• Cones or markers (25) to mark running lanes and obstacle course points
• Soft beanbags or baton for relay races (5)
• Hoops (5)
• Soft mats (4) for safe landing areas
• Whistle
• Visual aids: simple colourful flashcards demonstrating walking and running postures
• Music player (optional) for warm-up/cool-down
• Name tags / team identifiers (coloured wrist bands or stickers)

---

Lesson Structure

1. Arrival & Introduction (3 minutes)

• Greet children warmly and gather them in a semi-circle.
• Use flashcards showing a ‘running’ figure and a ‘walking’ figure. Ask them: “What is the same? What is different?”
• Explain today’s activities: “We will practise running and walking through fun races and obstacle challenges!”

2. Warm-Up (5 minutes)

• Activities:

  • Walking around the hall at normal pace, gradually increasing speed to a light jog.
  • Animal walks: Children pretend to be different animals moving around (e.g., elephants walking slowly, rabbits running fast).
  • Stretching arms and legs to loosen muscles.

• Purpose: Priming muscles for physical activity, raising awareness of walking vs running speeds.

3. Skill Development: Running and Walking Practice (7 minutes)

• Arrange children in a large circle.
• Teacher models correct running and walking posture emphasizing:
  • Walking: being steady, heel strike to toe, arms relaxed but slightly bent
  • Running: light, quick steps, arms swinging forward and back, body leaning slightly forward
• Children practice walking around the circle, then running inside the circle.
• Use whistle blasts for 'Walk' (one short blast) and 'Run' (two short blasts) to add auditory cues.
• Encourage children to notice how their body feels during each movement.

4. Main Activity 1: Relay Races (8 minutes)

• Divide children into 5 teams of 5. Use coloured bands for team ID.

• Set up 5 parallel lanes marked by cones (approx. 5m long).

• Each team member runs or walks to the cone and back, passing a beanbag or baton to the next member.

• Variation 1: First round – walking only (with teacher encouragement on control).

• Variation 2: Second round – running only (safe pace emphasised).

• Variation 3: Mix walking and running - e.g., first half walk, second half run.

• Coaching points:

  • Focus on safe transitions, spatial awareness, and team encouragement.

• Safety:

  • Emphasise awareness of others’ space to avoid collisions.

5. Main Activity 2: Obstacle Course (5 minutes)

• Set up an obstacle course incorporating:

  • Walking over stepping points (cones/hoops)
  • Running from one station to next
  • Crawling under a low bar or between mats
  • Balancing briefly on a mat section

• Children complete individually or in small groups, encouraged to use safe walking and running.

• Teacher and helpers guide and cheer on the children.

• This challenges motor planning, balance, and speed control.

6. Cool-Down & Reflection (2 minutes)

• Gather children back in a circle.
• Slow walking around the space, deep breathing exercises.
• Teacher asks simple reflection questions:
  • “How did your legs feel when you were running?”
  • “Can you show me how we walk nicely?”
• Praise effort and positive teamwork. Encourage children to practise these skills at home or outdoors.

---

Differentiation

• For children needing more support:
  • Provide one-to-one help during activities.
  • Allow walking/run at their own comfortable pace.
  • Use visual and verbal cues consistently.
• For more able children:
  • Encourage faster running with safety.
  • Challenge with adding more obstacles or increasing relay race distance.
  • Foster leadership roles in teams (relay baton passing organiser).

---

Assessment & Feedback

• Formative assessment through observation of:
  • Balance, coordination during walking and running.
  • Ability to follow instructions and participate in team activities.
  • Social behaviour during relay and obstacle course transitions.
• Use simple checklist noting:
  • Walks safely and confidently (Y/N)
  • Runs with correct posture (Y/N)
  • Cooperates in team game (Y/N)
• Provide immediate positive feedback and gentle guidance where needed.

---

Safety Considerations

• Ensure clear, unobstructed playing area.
• Confirm appropriate footwear and comfortable clothing.
• Use soft equipment and padding at key points.
• Maintain adult supervision ratio (minimum 1 adult per 10 children).
• Emphasise personal space and controlled movement.

---

Extensions and Home Links

• Share with parents/carers simple walking and running games for outdoors (e.g., walking heel-to-toe on the pavement, fun speedy races).
• Suggest daily active routines supporting gross motor development.
• Encourage talking about feelings after physical exercise to build self-awareness and confidence.

---

This lesson blends physical skill development with social interaction and playful learning to build a strong foundation in locomotor movement, aligned perfectly with UK early years standards and progressive teaching methodologies.