National Curriculum Links

• KS3 Physical Education – Athletics focus
• Develop technique and improve performance in running, jumping and throwing (NC PE programme of study)
• Use recognised rules, scoring and tactics in team and individual games
• Take part in outdoor and adventurous activity challenges both individually and within a team
• Know and demonstrate the importance of warming up and cooling down (in relation to speed and injury prevention)

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Learning Objectives

By the end of the lesson, students will be able to:

• Perform a technically correct sprint start using the 'set' and 'go' commands confidently and safely.
• Collaborate in small groups to time and record 100m and 300m sprint runs accurately.
• Understand how pacing affects performance over short (100m) and longer (300m) sprints.
• Evaluate and offer constructive feedback on sprint technique within their group.

Success Criteria:

• Demonstrate low and balanced body position in the sprint start (kneeling one foot forward).
• Respond quickly to 'go' command to maximise reaction time.
• Work effectively in groups, alternating roles of sprinter, timer, and recorder.
• Record times accurately to the nearest tenth of a second.
• Use peer feedback to identify one strength and one improvement in technique.

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Equipment Needed

• Stopwatches (or timer on mobile devices) – minimum 5 (shared across groups)
• Markers or cones to designate 100m and 300m start/finish lines (adjusted space used on field)
• Sprint start blocks or markers on ground
• Whistle (teacher)

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Lesson Breakdown (50 Minutes)

1. Introduction & Warm-Up (8 mins)

• Objective: Prepare muscles; introduce sprint start technique.
• Dynamic warm-up focusing on hip, ankle and knee mobility (leg swings, high knees, butt kicks).
• Briefly explain the sprint start commands: “On your marks, Set, Go.” Demonstrate the crouched sprint start position.
• Explain importance of a quick reaction to “Go” for a good sprint start and injury prevention through warm-ups.

2. Sprint Start Technique Instruction (10 mins)

• Demonstrate technique (low crouch, front foot flat, back foot on toes, weight forward).
• Break down:
  • "On your marks" – get into start position
  • "Set" – raise hips above shoulders, ready to explode forward
  • "Go" – push powerfully off the blocks/ground.
• Students paired in groups of 4 (sprinter, timer, recorder, coach) standing in lanes or marked areas.
• Each student practices 3 starts with peer feedback from "coach" role using success criteria.

3. 100m Sprint Practice (12 mins)

• Groups take turns running timed 100m sprints.
• Timers use stopwatches to record to nearest 0.1 seconds; recorders write down times.
• Encourage sprinters to focus on a fast explosive start and maintaining pace for 100m.
• Coaches note technique and offer one positive point and one suggestion.

4. 300m Sprint Challenge (14 mins)

• Explain difference in pacing strategy for 300m (sprint endurance).
• Groups run timed 300m sprints; timers and recorders continue duties.
• After runs, gather briefly in groups to discuss how pacing changed from 100m to 300m (was a full sprint maintained or paced?).
• Invite volunteers to share reflections about pacing and effort.

5. Cool Down & Plenary (6 mins)

• Guided cool down with static stretching targeting hamstrings, calves, and quads.
• Whole class discussion: What did you learn about sprint starts and pacing?
• Students self-assess on success criteria checklist in their groups.

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Differentiation

Group Type	Strategy
Lower-ability	Use shorter distances (e.g., 30 m) for sprint practice; allow more rest; provide visual aids showing start position.
SEN (e.g., coordination difficulties)	Limit group size for focused support; allow alternative timing roles; break down movements into smaller chunks.
EAL learners	Use clear, simple instructions and demonstrations; use visual signals for commands.
Advanced learners	Challenge to analyse and record reaction times in addition to sprint times; experiment with different start techniques (block vs. standing start).

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Extension Activities for Advanced Learners

• Introduce video analysis: use a tablet/phone to record sprint starts, then review frame-by-frame to identify technical adjustments.
• Challenge to calculate average speed in m/s for 100m vs 300m sprints and discuss physiological reasons for differences.
• Create a mini competition within groups, applying official athletics race rules for starts and finishes.
• Explore starting block setup adjustments, like foot spacer placement and reaction kinetics.

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Assessment

• Formative assessment through direct observation of sprint starts, timing accuracy, and peer feedback quality.
• Teacher uses a simple checklist: start position, reaction time, group collaboration, and timing accuracy.
• Summative informal: tally best 100m and 300m times and compare over a unit to measure improvement.

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End of Plan.