The Effort Scale: Run at a 4, a 6 and an 8

Continuous running in blocks where each student matches their pace to a number on a 0–10 perceived-exertion scale. They learn to manage intensity without a watch or heart-rate monitor.

How to play

1. Explain the 0–10 scale with examples: 2 is a stroll, 10 is something you can't hold for a minute (4 min).
2. 4 minutes running at a 4: you can chat (5 min).
3. 4 minutes at a 6: you can speak in short sentences; halfway, the teacher asks a few students for their number (5 min).
4. Two sets of 2 minutes at an 8 with 3 minutes at a 3 in between (10 min).
5. Cool jog at a 3 and quick sheet: did my pace match the number I was asked for? (6 min).

Rules

• Everyone sets their pace by how they feel, not by others.
• Scale posters stay visible at the corners of the loop.
• Pass on the outside.
• If anyone feels dizzy or has chest pain, they stop and tell the teacher right away.

Variations

Adaptations

• Students with visual impairments: run with a guide; explain the scale out loud and with a knotted rope they can feel.
• Students with asthma or known heart conditions: stay at 6 or below and follow medical guidance.
• Wheelchair users: apply the scale pushing around the loop.

Learning goals

• Learn and use the perceived-exertion scale.
• Match running intensity to a target.
• Listen to their body's signals.

Equipment for a class of 25

• effort scale posters: 4
• cones: 12

Teacher tip

Put a big scale poster at each corner so they can check it without stopping. Common mistake: everyone runs at the fastest kid's pace; stress that everyone's 6 is different.

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