KS3 · Physical education · Year 7
Running for distance and understanding pace
Athletics: run, jump, throw and officiate
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can maintain a steady pace over an extended time and/or distance.
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Running for distance and understanding pace: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can maintain a steady pace over an extended time and/or distance.
Key learning points
- Move: running over different distances or times requires different styles and paces to achieve your best performance.
- Move: starting an extended run at a pace which is sustainable will avoid creating an oxygen debt and tiring.
- Think: calculating how fast you can run and for how long will help you to select the right pace.
- Feel: listening to your body during extended running and striving to keep going demonstrates self-motivation
- Connect: contributing to a team effort and encouraging team mates can foster a sense of belonging.
Words to know
- calculate
- determine the best pace considering how far you are running and how much time you want to take
- pace
- the speed at which you are running
- sustainable
- a speed that you can keep up with over the entire distance
Common mistakes
Pupils start long distance running too fast through a mixture of excitement, copying each other and overestimating the pace they can maintain.
Emphasise the need to calculate and find a suitable pace and consider how sustainable a fast pace is going to be.
For parents, carers and teachers
- If you know your group well enough before the lesson, have the teams for the 10 minute run pre-arranged to save time and ensure they are as equal as possible. Equipment is adaptable: if no track, mark one with cones, if no tag belts, use bibs tucked in (sides) waistband.