This document provides guidance for a physical education lesson on middle distance running for students in key stage 3 (ages 11-14). It outlines learning objectives, such as understanding stride patterns and the effects of middle distance running on the respiratory system. The activity content involves exploring different running speeds through medley relays and interval training. Students should develop the ability to sustain an 800m run at their ability level and understand how their performance will improve with continued training. Assessment criteria focus on students' ability to make decisions, modify techniques, and adapt their training to maximize performance.

1. Planning for Attainment in Physical Education Activity: Middle Distance
Range and Content: 3d Performing to Maximum Levels Focus: Stride Patterns
LEVEL DESCRIPTIONS.
PROMPTS FOR CONTEXT AND LEARNING
KS3 KEY PROCESSES
ACTIVITY CONTENT OBJECTIVES
FOCUS AND CRITERIA
FOR ASSESSMENT
2.2 Making and applying CONTEXT/PREVIOUS EXPERIENCE: KNOW: 2.2 Making and applying
decisions Pupils can run continuously for a reasonable period of time decisions
Pupils should be able to: without being in undue distress. ..the effects of middle distance
a) select and use tactics, strategies and EXPLORE: running upon the respiratory
compositional ideas effectively in Level 4 - They show that they
..through medley relays the different speeds/paces required for system;
A
different creative, competitive and understand tactics and composition.
challenge-type contexts
the various distances;
b) refine and adapt ideas and plans in ..pace setting through timed runs; CAN DO:
Level 5 - They show that they can
response to changing circumstances pace setting through running different distances;
T
draw on what they know about strategy,
c) plan and implement what needs EXPERIENCE: ..can sustain an 800m run at a tactics and composition to produce
practising to be more effective in ..the arm carriage and leg cadence appropriate to 800m, 1000m pace appropriate to their level
performance effective outcomes. They modify and
running, etc. of ability;
H d) recognise hazards and make decisions
about how to control any risks to
themselves and others.
..the breathing pattern and muscle tension and compare them to
the sprint events; UNDERSTAND:
refine skills and techniques to improve
their performance and adapt their
actions in response to changing
L
..sustained sprints over increasingly longer distances; circumstances.
DEVELOP (PERFORMING TO MAXIMUM LEVELS): ..how their performances will
KEY CONCEPTS ..discover through interval runs the effects upon the respiratory improve with continued training They can use their understanding
E 1.4 Healthy, active lifestyles
system and their rate of recovery;
..different types of interval running:
- 6x100 HEALTH RELATED:
of training and technique and when
necessary modify and adapt their
training to improve their personal
T a) Understanding that physical
activity contributes to the
- 6x150
- 5x200
- 4x300
Periodisation .. the need to
'taper/peak' for specific events.
best performance.
healthy functioning of the body
I and mind and is an essential
component of a healthy
and pyramid runs 1x300, 2x200, 3x100, etc
..repetitions of different distances;
Level 6 - They use imaginative ways to
solve problems, overcome challenges and
entertain audiences. When planning
CONSIDER:
C lifestyle.
b) Recognising that regular
..setting their own targets for their timed runs;
..comparing their performance to the world record/age record;
CURRICULUM
OPPORTUNITIES
their own and others’ work, and carrying
out their own work, they draw on what
they know about strategy, tactics and
physical activity that is fit for
S ..working with others to create a team time in a team race;
The curriculum should provide composition in response to changing
purpose, safe and enjoyable ..the pulse rate and the speed of their recovery and the effects of
circumstances, and what they know
has the greatest impact on training upon their performances; opportunities for pupils to:
about their own and others’ strengths
physical, mental and social ..recovery times; d) follow pathways to other
and weaknesses.
wellbeing. ..race tactics – keeping in the pack, sprint finish, etc.; activities in and beyond school;
..starting commands and race rules;
..the difference between aerobic and anaerobic running.