What marathon training is teaching me about learning and progress

In her book Making Good Progress, Daisy Christodoulou draws a fascinating comparison between education and marathon running. Both require patience, persistence, and strategic effort. But, as Christodoulou explains, just as you wouldn’t train for a marathon by running 26.2 miles every day, you shouldn't prepare for an exam by focusing solely on exam-style activities in every lesson.

I hadn’t run a marathon when I first encountered this analogy, but I knew something about feeling overwhelmed by progress. For as long as I could remember, I’d worked hard academically and always believed I was "good enough." Running, on the other hand, was something entirely different. I’d always felt nervous about it, and never considered myself fit enough to make it to the finish line. But as I trained for a marathon, I started seeing parallels with the way we approach learning. The progress I made not only challenged my assumptions about physical endurance but also transformed the way I think about learning.

Training for the marathon has already begun to change my perspective on learning and progress. I’m still amazed at how far I’ve come since signing up in October. Just this Monday, I completed my first half marathon—and I couldn’t believe it. Not only could I keep running, but I also found myself in a mental state where I could listen to novels at the same time. It's a gift. A year ago, this would have seemed unimaginable.

This realisation—that I am capable of more than I thought—has had a profound impact on me. It’s transformed how I approach challenges in other areas of my life. For instance, this year I set a New Year’s resolution: to practice the piano for 15 minutes every day and to tackle the cryptic crossword. I've ordered some easy Chopin piano pieces and, instead of rushing through them in frustration like I might have before, I now focus on taking it phrase by phrase, bar by bar, hand by hand. I’m already confident that within a week, I’ll be able to piece everything together. A few months ago, the idea of attempting 13 miles on a Monday morning seemed utterly impossible. But, through steady and incremental training, I was able to do it. This process of breaking things down into manageable chunks—whether it’s physical distance or academic learning—has made me reflect on how we approach teaching and learning with our students.

3 Lessons I’ve Learned from Marathon Training

1. Gradually Increasing the Challenge Leads to Significant Progress One of the most surprising aspects of marathon training has been how small, incremental increases in difficulty have resulted in huge improvements. This mirrors the way we can approach teaching and learning. With English, for example, I’ve often thought about the seemingly monotonous task of teaching PEE (Point, Evidence, Explanation) analysis. But rather than simply drilling this structure into students, we can see it as part of the marathon of their learning journey. To truly master English, we need to broaden their vocabulary, deepen their understanding, and explore the connotations of words and ideas. Like running, these small steps add up over time, resulting in a much more holistic understanding of the subject.

2. Training Isn’t Just About the Main Activity Training for a marathon doesn’t mean running all the time. In fact, cross-training—whether it’s swimming, weightlifting, or other complementary activities—is crucial for overall fitness. The same is true in education. Just as a runner needs to build strength in various areas, students benefit from a well-rounded co-curricular program. Participating in activities like the CCF, School Musical, Mock Trial, or LAMDA exams can be seen as the “cross-training” for learning. These experiences help students build the mental and emotional stamina they need to excel academically. They shouldn’t be seen as distractions from exam preparation, but rather as essential components of the educational “training” process. In the same way a runner needs a mix of activities to stay strong, students need diverse experiences to build the resilience required for academic success.

3. Measurement Shows Progress, Not Just the End Goal When I first started marathon training, I was laser-focused on the final goal: running 26.2 miles. But as I’ve progressed, I’ve realised that the real value lies in tracking my improvements along the way. Whether it’s measuring my pace in a 5k or the weight of the kettlebell I’m lifting, these smaller measurements have helped me understand my growth. The same principle applies to education. While the final essay or exam score is important, the value of measuring progress along the way is immeasurable. Knowledge tests, quizzes, and smaller assignments can offer insights into how well students are retaining information, long before they sit for the final exam. The ultimate goal of education is to develop the mental “schemas” that enable students to perform when it matters most. By measuring progress at each stage, we can ensure that students are equipped with the tools they need to succeed.

Training for the marathon has taught me so much—not just about running, but about how we approach challenges and progress. Each lesson learned from the race parallels the way we should think about education: steady, strategic growth; cross-training through varied experiences; and measuring progress at every step. As I continue my marathon journey, I’ll carry these lessons into the classroom and beyond, confident that incremental progress will lead to mastery.

I am running the marathon for Berkshire Music Trust. You can donate here Grace Rigg is fundraising for Berkshire Music Trust