Attack Point Drill: Fast Far, Slow Near
In this technique drill, each leg is split into two parts: a fast run to a big, easy feature called the attack point, then a slow, careful approach to the hidden control. Students learn to change pace based on how hard the navigation is.
How to play
- Set 8 hard-to-spot control markers on the map, each near a big feature (a bench, a lone tree, a building corner) marked with a cone as the attack point.
- Spend 3 minutes explaining the technique: on the map, circle the attack point with a triangle and measure the final distance to the control.
- In pairs, each student pencils in the attack points for the first four controls before heading out.
- Run the first block of four controls in 8 minutes: run hard to the cone, then walk and count paces to the control.
- Take a 2-minute debrief: where did you overshoot the control, and why?
- Run a second block of four controls with no cones: each pair picks its own attack point on the map and explains it when they get back.
Rules
- Always walk from the attack point to the control.
- If you cannot find the control in 1 minute, go back to the attack point and start over.
- Safety: in wooded or uneven areas, walk and watch your footing.
Variations
Easier
Use more visible controls and attack points less than 20 yards away.
Standard
Attack points 30 to 40 yards away and hard-to-spot controls.
Harder
Attack points more than 50 yards away, with the approach done by compass and pace count.
Adaptations
- Limited mobility: the student runs the legs on firm paths and picks accessible attack points.
- Autism or shyness: the student works with a steady partner and a step card showing map, cone, paces, control.
- Fitness level: the fast part can be an easy jog; what matters is the change of pace.
Learning goals
- Pick a good attack point on the map for each control.
- Match running speed to how technical each leg is.
- Approach a control accurately by counting paces.
Equipment for a class of 25
- maps: 25
- control markers: 8
- cones: 4
Teacher tip
The most common mistake is running all the way into the control area and blowing past it; keep repeating "fast far, slow near." Pull the cones for the second block so students really have to choose.
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