Frequency or Length? Count Your Steps Over 30 m

In groups of three, students run 30 m with normal, very short and very long steps, counting steps and time. They discover that speed depends on both stride frequency and stride length.

How to play

1. Warm-up with jogging, high-knees and three 30 m build-ups (5 min).
2. Groups of three (runner, step counter, timer): 30 m at a normal fast run; record steps and time (6 min).
3. 30 m with very short, fast steps; record steps and time (5 min).
4. 30 m with exaggerated long strides; record steps and time (5 min).
5. Final run looking for your own sweet spot between the two (5 min).
6. Group wrap-up: why are both extremes slower? (4 min).

Rules

• Each group has its own lane, and nobody walks back in it.
• Sheets belong to the group; times aren't compared with other groups.
• Long strides are run, not jumped.
• At least one minute of rest between fast runs for the same person.

Variations

Adaptations

• Students with visual impairments: run in a rope-marked lane or with a guide, counting their own steps out loud.
• Wheelchair users: count short, quick pushes versus long pushes.
• Injured students: act as the fixed timer or counter and lead the group's conclusion.

Learning goals

• Understand how frequency, length and speed relate.
• Record and analyze their own data.
• Find an efficient personal stride.

Equipment for a class of 25

• cones: 20
• stopwatches: 10
• recording sheets: 10
• pencils: 10

Teacher tip

Counting steps at speed is hard; have the counter stand mid-lane and count quietly. Common mistake: on long strides they land heel-first way out in front; point it out as a brake.

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