Sprint Challenge Focus

Overview

This lesson is a 60-minute PE session for SEMH pupils aged 14-18, designed to support their social, emotional, and mental health needs while promoting physical activity. The focus is on sprinting over short distances (50-100m), emphasising personal progress, emotional regulation, and positive reinforcement rather than competition. The session includes warm-up, sprint technique, timed sprints, recording personal bests, motivational strategies, calming techniques, and a cool-down, all delivered in a safe and supportive environment.

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National Curriculum Links

• Pupils should develop competence to excel in a broad range of physical activities (adapted for SEMH needs)
• Pupils should be physically active for sustained periods of time to support wellbeing
• Pupils should engage in activities that promote self-awareness, emotional regulation, and personal challenge
• Pupils should understand and apply the principles of warm-up and cool-down
• Pupils should develop an understanding of how to improve physical performance through practice and reflection
• Pupils should be encouraged to describe how physical activity affects their emotions, heart rate, and breathing

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Learning Objectives

By the end of the session pupils will:

• Demonstrate safe and effective sprinting technique over 50-100m distances.
• Understand the importance of warming up and cooling down for physical and emotional wellbeing.
• Accurately time their sprint using stopwatches or digital timers, focusing on personal progress.
• Record, compare, and reflect on their personal best times to encourage self-improvement.
• Use positive self-talk and calming strategies to support motivation and emotional regulation.
• Identify how sprinting impacts their heart rate, breathing, and feelings of calm or alertness.

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Equipment Needed

• Cones or markers for sprint distances (clearly marked 50m and 100m)
• Stopwatches or digital timers (enough for pairs or small groups)
• Clipboards and personal record sheets for timing logs
• Whistles
• First aid kit
• Visual aids or cue cards with calming prompts and motivational phrases

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Lesson Timings and Activities

1. Introduction and Objectives (5 minutes)

• Gather pupils calmly and explain today’s focus: sprinting to improve their own personal best times and wellbeing, not racing others. Emphasise effort, progress, and emotional self-awareness.
• Use clear, supportive language to explain "personal best" and why focusing on yourself helps build confidence and resilience.
• Briefly discuss how physical activity can help manage emotions and improve mood.
• Introduce simple breathing or grounding techniques to use if feeling overwhelmed during the session.

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2. Warm-up (10 minutes)

Purpose: Prepare the body and mind for sprinting; increase heart rate & mobility while promoting calm focus

• Gentle dynamic stretches with clear instructions and encouragement:
  • High knees (30 seconds)
  • Butt kicks (30 seconds)
  • Leg swings (front to back, side to side, 10 each leg)
• Movement prep:
  • 2 x 20m jogging at a comfortable pace, encouraging pupils to notice how their body feels
  • 2 x 20m fast strides, focusing on controlled breathing and smooth movement
• Sprint drills:
  • A-skips (2 x 10 metres)
  • Bounding (2 x 10 metres)

Teachers and support staff provide calm, positive reinforcement and remind pupils to focus on how their body moves and breathes.

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3. Sprint Technique Explanation and Demonstration (10 minutes)

• Discuss key sprinting points using simple, clear language:
  • Body leaning slightly forward but relaxed
  • Lifting knees comfortably
  • Pumping arms gently, elbows bent at 90 degrees
  • Quick, controlled foot contact with the ground
  • Breathing steady and calm
• Teacher demonstrates sprint technique slowly and clearly over a short distance.
• Pupils practise short sprints focusing on form (15-20m acceleration), encouraged to move at their own pace.
• Teacher and teaching assistants provide individual, positive feedback focusing on effort and safe technique.

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4. Sprint Challenge and Personal Best Recording (20 minutes)

• Pupils work in pairs or small groups, with flexibility to opt out or observe if needed.
• Each pupil runs 50m, timed by a partner using a stopwatch, focusing on personal progress rather than speed.
• Pupils record their time on their personal best log sheet, with support if required.
• Allow ample rest between sprints; explain importance of recovery for body and mind.
• Run 2-3 rounds encouraging pupils to notice small improvements and celebrate effort.
• For pupils who feel confident and comfortable, offer optional 100m sprints as an extended challenge.
• Teacher circulates to provide encouragement, ensure safety, and support emotional regulation as needed.

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5. Motivation, Emotional Regulation, and Reflection (7 minutes)

• Group discussion with supportive prompts:
  • How did you feel before, during, and after your sprints?
  • What helped you stay motivated or calm?
  • What can you try next time to feel even better?
  • Why is focusing on your own progress important for your wellbeing?
• Introduce or revisit the concept of a “growth mindset” with simple, encouraging language: “Every try helps you grow stronger and feel better.”
• Practice a short calming breathing exercise together (e.g., 4-4-4 breathing: breathe in for 4 seconds, hold for 4, out for 4).
• Encourage pupils to set a small, achievable goal for the next session, focusing on effort or emotional wellbeing.

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6. Cool-down (8 minutes)

• Slow walking or gentle jogging around the space (2 mins), encouraging pupils to notice their breathing and heartbeat slowing.
• Static stretches focusing on major muscle groups with calm guidance:
  • Hamstrings (seated toe reach)
  • Quadriceps (standing, foot to bottom)
  • Calves (wall stretch)
  • Lower back and shoulders (child’s pose, arm crosses)
• Deep breathing exercises to promote relaxation and lower heart rate.
• Brief discussion on how cooling down helps muscles recover and supports feeling calm and safe after exercise.

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Assessment and Differentiation

• Formative assessment through sensitive observation during sprint drills and sprints – providing gentle, constructive feedback on technique, effort, and emotional responses.
• Personal best logs reviewed with pupils to celebrate progress and encourage self-reflection.
• Question and answer during reflection to assess understanding of motivation, emotional regulation, and physical benefits.

Differentiation

• Pupils can choose shorter distances (e.g., 30m) or more rest as needed to manage anxiety or fatigue.
• More confident pupils can be supported to focus on consistent personal best improvements or practice sprint starts if appropriate.
• Pupils with physical or emotional challenges can participate through walking/jogging and focus on timing, effort, and emotional awareness.
• Use visual supports, clear instructions, and calm reassurance throughout.

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Safety and Behaviour Expectations

• Remind pupils to be aware of personal space and listen carefully to instructions.
• Encourage hydration and ensure surfaces are safe for running.
• Promote a positive, respectful atmosphere where all efforts are valued equally.
• Use calm, clear communication and be attentive to pupils’ emotional states, offering support as needed.

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Extension Ideas

• Create a “Sprinting and Wellbeing Journal” where pupils track physical progress alongside mood and emotional reflections over several weeks.
• Use video recordings of sprints to help pupils visually reflect on technique and celebrate improvements in a supportive way.
• Link the lesson to learning about how exercise affects the brain, emotions, and stress levels.
• Introduce mindfulness or relaxation sessions following sprint activities to deepen emotional regulation skills.

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This lesson supports SEMH pupils as individuals on their own journey of physical and emotional growth, fostering confidence, resilience, and a positive relationship with physical activity in a safe and encouraging environment.