Shuttle Hurdle Relay

In teams, each runner clears four low hurdles going out in one lane and sprints back down the open lane next to it to hand off the baton. Students work on rhythm between hurdles, the lead leg, and speed in a relay format.

How to play

1. Set up one lane per team with 4 low hurdles 6 m apart and an open return lane beside it. Make 6 teams of 4 with one baton each (3 minutes).
2. Technique check in lines: step over the hurdles at a fast walk with the same lead leg, then jog them using three steps between hurdles (5 minutes).
3. First relay round: each runner clears the hurdles, rounds the end cone, and returns in the open lane to pass the baton (4 minutes).
4. Each team chooses whether to space its hurdles at 5, 6, or 7 m to find a three-step rhythm (2 minutes).
5. Rounds two and three: score one point for finishing first and one more for knocking down no hurdles (5 minutes).
6. One-minute wrap-up: which spacing worked best for you and why?

Rules

• Hurdles always face so they tip over if hit; the feet point toward the runner's direction of travel.
• Return only in the open lane, never through the hurdles.
• If you knock a hurdle down, keep running; the next teammate resets it before starting.
• Only the runner holding the baton may go.

Variations

Adaptations

• Limited mobility: complete a zigzag course through cones instead of hurdles, which counts for the team.
• Visual impairment: replace hurdles with ropes on the ground and use a sighted guide holding hands.
• Lower fitness: choose the lane with the lowest hurdles or the 7 m spacing.

Learning goals

• Clear low hurdles without slowing down, keeping the same lead leg.
• Find a steady step rhythm between hurdles.
• Work together in a relay while following turns and rules.

Equipment for a class of 25

• low hurdles: 24
• cones: 12
• batons: 6

Teacher tip

Check the direction of every hurdle before you start; it's the key safety point. If someone jumps off two feet, lower the hurdle or swap it for a cone until they've got the step down.

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