Energetic Sprint Fun

Curriculum Alignment

• Subject: Physical Education (PE)
• Grade Level: Year 1 (Approx. 6–7 years old)
• Academic Standards:
  • SHAPE America Standards for K-12 Physical Education:
    • Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
    • Standard 3: Demonstrates knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

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Lesson Objective

• Skill Focus: Develop motor skills related to running, including proper posture, speed control, and spatial awareness.
• Behavioral Focus: Foster teamwork, listening skills, and responsible participation during physical activities.

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Materials

• 4 brightly colored cones or markers.
• A safe indoor/outdoor space (preferably a gymnasium or field).
• Pre-marked "track" zone for short-distance running (approx. 10 yards long).

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Preparation

1. Arrange cones in a straight line, creating a short “running track” with a start and finish line.
2. Ensure ample safe space to allow students to run freely while avoiding collisions.
3. Review basic running rules: running in an open lane, no pushing, and listening to teacher signals.

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Lesson Breakdown (2 Minutes)

Warm-Up (30 seconds)

Quick “Wiggle and Freeze” Game:

• Have students spread out across the track area.
• On the word “Wiggle,” students gently shake their arms, legs, and whole body.
• On the word “Freeze,” they stop all movement like a statue.

Objective: Engage muscles, build focus, and prime energy levels.

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Main Activity: Buddy Relay Running (1 minute)

Divide the class into pairs (11 pairs, 1 group of 3).

• Each pair stands at the start line, with one student as the runner and the other as the "cheer coach."
• On the teacher’s signal “Ready, Set, Sprint!,” the runner dashes to the finish line and jogs back.
• Upon return, students switch roles (runner to cheer coach), and the next sprint begins.

Key Focus Points:

• Encourage students to keep their bodies upright, look straight ahead, and use “big arm swings” to assist their run.
• Reinforce friendly cheering and encouragement between partners (e.g., using words like “You can do it!” or “Great job!”).

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Cool Down (30 seconds)

Introduce "Counting Breaths" Activity:

• Students lie flat on their backs or sit in a circle.
• Together, count out loud as a group while slowly breathing in (1, 2, 3) and then out (1, 2, 3). Repeat twice.

Objective: Help students transition from high energy to calm focus while teaching mindfulness and recovery after exercise.

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Differentiation and Adaptation

For students needing additional support or challenge:

• Simplify: Shorten the running distance or allow students to walk fast instead of sprinting.
• Extend: Use “long strides only” or “tiny steps” to make runs more creative.

For students with mobility limitations, offer alternate movement tasks such as fast arm swings, wheelchair propulsion, or cheering as part of the relay team.

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Assessment

• Observe and evaluate:
  • Are students demonstrating proper running form (upright posture, arm swings, forward focus)?
  • Are students actively participating in both running and cheering roles?
• Informal self-assessment: Ask students, “What was your favorite part of running today?”

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Teacher’s Reflection

After the lesson, reflect on:

1. Did students engage energetically but safely?
2. Were they able to switch roles and listen to instructions effectively?
3. How could this activity be expanded for more skill-building in future lessons?

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This dynamic PE lesson focuses on skill, fun, and positive reinforcement, aligned with an age-appropriate approach to movement competency. It creates a simple, high-energy experience for young learners while embedding fundamental physical skills. Students will leave the activity feeling accomplished and ready for more!