Repeated Sprints: Stop When You Slow Down

In pairs, students repeat timed 20 m sprints and end the set when their time slows past a set threshold. They learn to use velocity loss as an objective sign of fatigue to manage training volume.

How to play

1. Mark 20 m (22 yd) lanes with start and finish cones. Pairs: runner and timer with a worksheet (2 min).
2. Two baseline sprints with 40 s of recovery; the faster time is the set's benchmark (4 min).
3. Half the class uses a 10% threshold and half uses 20%: each student calculates their cutoff time, for example 3.5 s plus 10% equals 3.85 s (2 min).
4. The set: one sprint every 40 s, walking back. When a sprint goes over the cutoff, the set ends and the student records the reps and RPE (6 min).
5. Switch roles (6 min).
6. Debrief at the whiteboard: the 20% group does more sprints but with higher effort. Discuss which threshold fits speed training and which fits endurance (5 min).

Rules

• Warm up fully before the first sprint and decelerate past the finish line.
• Walk back outside the lane so you don't cross paths with the next runner.
• Maximum of 12 sprints even if the threshold isn't reached.

Variations

Adaptations

• Limited mobility: 10 m wheelchair pushes using the same velocity loss rule.
• Autism: present the set with a visual step card and keep the same partner throughout.
• Low fitness level: start with the 20% threshold and 60 s of recovery.

Learning goals

• Use velocity loss as an indicator of fatigue.
• Compare how two thresholds affect volume and effort.
• Make a reasoned decision about when to end a set.

Equipment for a class of 25

• cones: 26
• stopwatch: 13
• worksheets: 25

Teacher tip

Hand timing has some error, so keep the timer at the finish line and the same person throughout. Have a chart of cutoff times ready.

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