Teacher Guide
Kids run a marathon in bits and pieces, one stride at a time. Parents provide the guidance and
oversight to help their children accomplish the goal safely while having fun. What role can be
played by the health/physical education teacher?
Running by itself is an integral part of all P.E. programs and although a separate unit/block on
running would be cool, it is not necessary. What is necessary, however, is for students to learn
the language of running. This Teacher Guide describes key concepts and provides tools and
techniques to help students focus on the specific mechanics of those concepts. Work and
improvement in these areas can make running easier and ultimately more fun. For adults too!
The five primary topics we address here are 1) breathing and relaxation, 2) stride and leg
movements, 3) arm movements, 4) running form; and 5) pace and pacing. A list of physical
cues to communicate to children that are simple reminders of correct technique is provided, as
are activities that re-enforce the technique. Links to topic-relevant lessons and instructional
videos produced by the New York Road Runners follow every section. We encourage you to
browse the entire NYRR collection, it’s fantastic.
The teacher’s role is to help students begin to understand these basic and very important
running concepts and the associated language. BUT, it is most important that younger
children simply enjoy the movement and are not overwhelmed by technical details.
Introduce concepts with lots of time for kids to explore that motion or technique, make it
playful, and continue to use the vocabulary introduced here in future lessons.
The material that follows offers ideas for K-8 and should be thought of as a buffet from which
to choose. Please use material that works best for particular age group. Ideally, you could
cover the five primary topics during the course of a larger unit.
Resources
New York Road Runners, Running Start Program http://www.nyrr.org/youth-and-schools/runningstart
New York Road Runners – Videos for Warm up/Cool, Form, Pacing, and Games:
http://www.nyrr.org/youth-and-schools/running-start/coaching-videos/elementary-school
Breathing / Relaxation
Breathing control is essential for enjoying running. Labored breathing will flood muscles with lactate
acid, making the legs feel useless. There are times when running that 100% of your mental energy
should be directed towards breathing and its control, especially when breathing becomes labored.
Having the awareness and focus on breathing, in addition to slowing down, can lead to a breathing
rhythm that allows other parts of the body to recover and be ready to go again. Younger children might
need more simple cues to help focus their thoughts…like “sing the song, Johnny”. Simple tips and cues
are helpful.
Physical Cues:
• Focus thoughts on your breathing while running
• Breathe from the belly (see video)
• Breathe through the mouth
• Breathe in rhythm
• Strong exhale when need “to let the bad air out”
• Stand tall to open airwaves
• Have a “go to” phrase that you repeat and helps focus your thoughts
• Relax the jaw and drop the shoulders to promote relaxation, easier breathing
• Tell students to let their jaw flap like a dog sticking his head out a moving car window
Activity
Have students stand and focus on breathing technique displayed in the Pre-Run Breathing Warmup
video. This is an excellent warm-up activity to open the airwaves while practicing technique. Make sure
students “stand tall” and breathe rhythmically. Have students inhale through their nose and exhale
through their mouth, then vice versa, asking to explore which is easier for them. Point out that
breathing through the mouth allows more air to enter the lungs quickly.
Activity
Have students run a lap around the track, or any course that can be supervised that involves 2 to 4
minutes of movement. Each student must run with at least one other student, preferably of similar
physical condition, and they must be conversing the entire time. The group must work together to
moderate their speed and thus control their breathing to allow the conversation to occur. Make it fun
by assigning a topic and then have kids report back on their group discoveries.
Activity
Have students run a 50-100 meter long straightaway. Have them focus on running tall and with
moderate speed. The first time have kids run with no guidance other than running tall. Introduce jaw
and shoulder relaxation so that kids can experience how this relaxation makes running come easier.
Make it fun by having a drooling dog out the car window contest.
K-8 Lessons & Video Resources
Pre-Run Breathing Warmup: http://www.nyrr.org/youth-and-schools/running-start/coachingvideos/elementary-school/warm-up-cool-down/pre-run-breathing
Face relaxation: http://www.nyrr.org/youth-and-schools/running-start/coaching-videos/elementaryschool/form/face-relaxation
Stride / Leg Movement
Leg movement should be quick. Shorter, more rapid steps are better than longer slow steps when
running. Energy needs to be focused on forward movement, not upward (bouncy) movement. Foot
strike (which part of the foot hits the ground first when running) should be mid-foot or ball of foot, not
the heel. Heel strike stresses the lower back, knees, and ankles and is not good form. The general
rhythm and mechanics of how the legs move while running is known as the runner’s stride. Good
technique is a stride that is smooth, quick, and not too short or too long (distance between foot strikes)
while the torso and head remain centered over the hips and tall. A strong core helps a ton!
Physical Cues:
• Running on hot lava
• Visualize the roadrunner cartoon character, speedy legs while standing tall
• Try to have your feet return to the ground as quickly as possible
• Picture driving the knee forward and pumping arms as you move
• Turnover is a key term = quickly getting your feet back on the ground (vs. loping)
• Quick turnover is what you want
Activity
Have students count how many times their right foot hits the ground during 20 seconds of easy-tomoderate paced running. Now have them focus on “quick turnover” and see if the number changes. It
should increase with quicker turnover. Make it fun by turning it into a fire ant squashing contest with
teams. Finally, encourage them to pump their arms relax the shoulders and jaw; can they squash more
fire ants using these additional cues?
Activity
Have students stand with legs at shoulder width, then bend at the knees while still standing tall and
jump straight up as high as possible. Repeat this 5-8 times. Grasshopper plyometrics builds leg strength
and will help develop “pop” in the legs and thus a quicker stride.
K-8 Lessons & Video Resources
Running light on your feet: Bricks and Feathers: http://www.nyrr.org/youth-and-schools/runningstart/coaching-videos/elementary-school/form/bricks-feathers
Run on the balls of the foot and have quick turnover: Foot fire: http://www.nyrr.org/youth-andschools/running-start/coaching-videos/elementary-school/form/foot-fire
Arm Movements
Arm movements provide the strength and power, stability and momentum for the entire body to move
in sync when running. A strong but relaxed arm swing, how your arms swing in motion while running,
can propel a tired runner to the finish line when the legs are beat. Young runners need constant
reminders to “use the arms”, or “pump the arms”. Proper technique has the arms moving forwards and
backwards, parallel to the torso and brushing the hips. Poor technique has the arms swinging across the
torso, which is often a tired tendency. Strong arm swing is particularly important and helpful when
running uphill.
Physical Cues:
• Pumping your arms like an old steam engine piston
• Reach for the rope ahead of you
• Keep arms at 90-degree angle
• Throw the elbow straight back behind your back
• Arms move in a steady, relaxed rhythm adjacent to the torso (vs. across torso)
• Hands are relaxed; you can touch index finger to thumb to help
• Imagine carrying an egg in your hand while running, hold gently and don’t drop it
• Hands when in motion stay between belly button and hips in height
Activity
Have students stand still and practice good arm carry by marching in place. Focus on the elbows going
back fully while the hands extend slightly forward of the torso, a balanced rhythm, hands not floating
high or low – but staying near the belly button - and relaxed. Have students pay attention to their jaw
and shoulders after 10-15 seconds to see if those areas are tight or relaxed.
Activity
Have students practice arm carry by walking from a flat surface that transitions to a slight hill. Have kids
be aware of their arm carry and to use the arms more vigorously when climbing uphill. Now, have
students do this running easily. Make it fun by comparing the “Frankenstien” (no use at all of the arms,
which are held rigid and down) to the “Meb” (recent NYC Marathon champ), where arms are fluid and
pumping.
K-8 Lessons & Video Resources
Form 101 – Arm Movements:http://www.nyrr.org/youth-and-schools/running-start/coachingvideos/elementary-school/form/form-101-arm-movements
Bang the Drums: http://www.nyrr.org/youth-and-schools/running-start/coaching-videos/elementaryschool/form/bang-the-drums
Running Form
Running with proper technique, or form is important for two huge reasons: 1) injury prevention; and 2)
doing so allows a person to maximize their natural ability and consequently their enjoyment of the
activity. Mastering running form is complicated, and it’s unrealistic to expect children to do this in a few
classes time. That said many kids naturally run with great form or with minor flaws in their technique.
The teacher’s role with any child is to help their students gain basic body awareness and pay attention
to the elements of running form: arm movement, leg movement, and running posture, and how these
elements come together in the running motion. It’s critical to give children only one thing at a time only
to work on improving, and foremost to keep it fun through games whenever possible
Physical Cues:
• Stand tall, imagine a string on the top of your head being pulled upward
• Shoulders and jaw relaxed, breathing in rhythm and under control
• Leg turnover quick and stride feels fluid
• Arm carry is strong and relaxed
Running is a technical sport and sound running technique is a learned skill. Technique needs to be
practiced; the best way to improve is through exploration. The best way for children to explore is in
short segments of time or distance, where the focus is on particular element of their running form.
Activity
Have students run the Funky Run (see video in Resources), where they run like goofballs and then apply
“good” form when instructed. Funky run mechanics might include very long strides and arms swinging
wildly from side to side. The transition to good form focuses on arms, legs, and posture (tall).
Activity
Have students run a 50-75 meter straightaway in groups of 4 or less across in a line. Instruct them to run
“moderately fast” or about 80% of their maximum speed – remind them this is not a race. First, just let
them run with no instruction other that “with good running form”. Have them run 8-10 times, each
time introducing a different element on which they should focus: breathing, relaxation, legs, and arms.
Try to give kids feedback and have them work on that adjustment the next time. Encourage them to
“check in” with their technique (i.e. focus their thoughts) as they run down the straightaway. The last 2
times kids should be challenged to put it all together and asked to run with “good running form”. Give
them feedback and ask if it felt easier, faster, or more fun.
K-8 Lessons & Video Resources
Form 101: Introduction: http://www.nyrr.org/youth-and-schools/running-start/coachingvideos/elementary-school/form/form-101-introduction
Running Posture: http://www.nyrr.org/youth-and-schools/running-start/coaching-videos/elementaryschool/form/form-101-running-posture
Funky Run: http://www.nyrr.org/youth-and-schools/running-start/coaching-videos/elementaryschool/form/funky-run
Pace / Pacing
Pace is the rate a runner travels; good pacing implies a consistent, controlled speed that can be
maintained for the duration of the prescribed distance to be run. This definition can also apply to
walkers.
Pacing is difficult and comes only with experience. The best experience a child can have is to finish a
running activity without dropping to the ground in breathing-related discomfort. Focus your instruction
on having good form (arms, legs, relaxation) and breathing control. Encourage kids to “understand how
far they have to run” and to start off appropriately. It is always more fun to finish strong; it’s never fun
to have to stop because you started too fast. But if a child finishes strong and still has lots of air and
energy, then their pace could have been quicker throughout the distance.
Physical Cues:
• Cadence is a key term = a quick running rhythm, with fast leg turnover
• Encourage students to “run comfortably” and “smooth”
• Run with great form, standing tall and relaxed
• Arms and legs are moving in sync and feel fluid
• Good pacing is when breathing is at worst “comfortably hard” after completing 50% of
distance to run
You can help your students understand pacing by presenting running activities in the context of an easy,
medium, or hard run. Describe the effort level as the target pace for that run. The differentiation in
pacing is made by the ability to talk freely (easy) or very little (hard) with friends while running, which is
a great indicator of breathing. The easy run is where you might emphasize most activities for K-4
children and will cover distances up to one mile at a time. The hard run pace should be prescribed
carefully, after children have built some endurance, and should not be further than 400-meters for K-4
ages.
Activity
Have students perform The Centipede drill (see Resources) to practice running together in a group and
taking turns accelerating to the front of the pack. Make it fun by requiring high fives as the runner
advances to the front.
Activity
Have students run a 100-meter section of track or any course and shout out times to them as they finish.
The objective is to work on good pacing for 400-meters over only ¼ of that distance, or 100 meters, and
students should finish the 100-meter section in good shape (not air-deprived). Ask students to
remember their times; the teacher can record these. Do this a total of three times, asking them the
second and third times to “pace” themselves as if running 400-meters (one lap around a track, and ¼ of
a mile). It is important to limit the rest time between the 100-meter pace efforts, so that the students
never really catch their full breath (thus do not sprint the next 100-meters). Finally, have students run
400-meters at their “400 meter pace” and record that time. Use the data to discuss good and not as
good examples of pacing, or consistent times over a set distance. See if multiplying the last 100-meter
time by 4 comes close to the time recorded for running 400-meters; that would be good pace in the
100-meter sections. You can scale this activity to greater distances (1/2-mile, 1 mile) to challenge older
students, generally using ¼ of the target distance as your pace calibration distance.
Activity
Have students run one lap around the track (or on a course of equal length) at easy, medium and hard
speeds (see above definitions). Allow kids to rest 3-5 minutes between runs, and use this time to discuss
appropriate distances you might run at that pace: easy = 1-3 miles; medium – ¼ mile to 1 mile; and fast:
100 to 400 meters. Remind the kids to use their breathing and the conversation with friend cues as they
attempt to hit the desired pace. To make it fun, call the speeds turtle (easy), rhino (medium), and
gazelle (fast). Emphasize the distance to be run, that students should begin appropriately and use body
awareness to “check in” with their breathing, relaxation, leg movement and arm carry as they run.
K-8 Lessons & Video Resources
Running at a steady, controlled pace, The Centipede: http://www.nyrr.org/youth-and-schools/runningstart/coaching-videos/elementary-school/pacing/the-centipede
Running with awareness at varying speeds, Animal Run: http://www.nyrr.org/youth-andschools/running-start/coaching-videos/elementary-school/pacing/animal-run