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Lesson 3 - Precision Grip & Awareness

Foundation Skills Through Play

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Nursery

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Fine Motor Skills

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45 min

Big Question

How can we use our hands and fingers like clever tools to pick up different objects?

Learning Objectives

Develop precision grip and fine motor control through varied grasping activities
Improve spatial awareness and negotiation skills in movement games
Learn basic attack and defence strategies in appropriate tagging games

Key Outcomes

Children will demonstrate improved pincer grip when handling small objects
Children will show understanding of personal space during movement activities
Children will explain one effect of physical activity on their body

Equipment & Resources Required

Tag Belts

2 per child (60 total)

Pre-sorted into pairs for easy distribution

Alternative: Fabric strips, ribbons, or scarves

Coloured Cones

30 (6 colours, 5 of each)

One colour per team at start, matching sets 20m away

Alternative: Coloured bean bags or markers

Elastic Bands

50 large bands

Placed in hoop 20m from children

Alternative: Hair bands or scrunchies

Small Beakers

10 plastic cups

One per pair of children

Alternative: Yoghurt pots or small containers

Marshmallows

100 mini marshmallows

In hoop 20m away, check for allergies

Alternative: Foam cubes or soft blocks

Plastic Cones

10 child-safe forks

One per pair, check for safety

Alternative: Tweezers or tongs

Building Blocks

80 blocks

Pile placed 20m from starting position

Alternative: Jenga blocks or wooden cubes

Pegs

10 large pegs

One per pair of children

Alternative: Clothespins or clips

Hoops

3 large hoops

Mark collection points for activities

Alternative: Chalk circles or rope circles

Key Vocabulary

Pincer grip

Using thumb and finger together like tweezers to pick up small objects

Tension

When something is stretched tight like a rubber band

Negotiate space

Moving carefully around others without bumping or colliding

Tag belt

A fabric strip tucked into clothing that others try to pull out in games

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gross motor movement skills
Understanding of simple instructions
Awareness of personal space

Current Skills

Precision gripping with thumb and fingers
Coordinated movement whilst carrying objects
Basic tagging game strategies

Next Steps

More complex fine motor manipulation tasks
Team-based coordination activities
Introduction to simple competitive games

Milestone Indicators

Consistent pincer grip without dropping objects

Smooth transitions between running and careful handling

Demonstrates understanding of game rules and safety

Key Teaching Points

Emphasise precision over speed in all fine motor activities
Connect physical activity to body awareness and health understanding
Foster cooperative learning through partner and team challenges
Celebrate effort and improvement alongside achievement
Reinforce safety rules through consistent positive reinforcement
Use multi-sensory approaches to support diverse learning needs
Build confidence through progressive skill development

Common Misconceptions

Children thinking speed is more important than control in fine motor tasks - correction: 'Slow and careful wins!'
Believing tag games are about being rough - correction: 'Gentle butterfly touches only!'
Assuming only winning matters in team activities - correction: 'Learning and helping teammates is the real victory!'
Not understanding how exercise affects the body - correction: 'Feel your heart working hard to help your muscles!'
Thinking fine motor skills aren't important for sports - correction: 'Athletes need steady hands for catching, throwing, and balance!'

SEN Adaptations

ADHD

Shorter activity bursts with frequent changes, clear physical boundaries, regular movement breaks between fine motor tasks

dyspraxia

Larger equipment for easier manipulation, extra practice time, step-by-step movement breakdowns with visual cues

autism spectrum

Clear visual schedule of stations, quiet break space available, consistent routines and predictable transitions

visual impairment

Use brightly coloured equipment, provide verbal descriptions of demonstrations, buddy system for station navigation

hearing impairment

Visual demonstrations with exaggerated movements, written instruction cards at stations, hand signals for transitions

physical disability

Adapted tools for gripping (larger pegs, modified forks), seated versions of activities, reduced distances for collection games

Cross-Curricular Links

Science

Understanding body changes during exercise, exploring tension in elastic materials, investigating balance in tower building

Teacher Guidance

Positioning

Central location during warm-up for visibility, circulate between stations during activities, corner position during tag games

Observation Focus

Fine motor grip development, spatial awareness during movement, cooperative play and sportsmanship

Intervention Points

Step in if children struggling with fine motor tasks, ensure safety rules followed during tag games, support positive team dynamics

Demonstration Notes

Show exaggerated fine motor grips for clear visibility, demonstrate safe running and tagging techniques, model positive encouragement

Verbal Cues

•'Pincer grip like tweezers!'
•'Gentle touches in tag games!'
•'Watch where you're running!'
•'Help your teammate succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large open area minimum 15m x 20m for movement activities, clear pathways between stations

Surface Check

Clean, dry, non-slip surface free from small objects that could create choking hazards

Equipment Safety

Safety Checks

•Check elastic bands for tears or weakness before use
•Ensure marshmallows are appropriate size (no choking hazard)
•Verify building blocks have no sharp edges or splinters
•Check pegs open and close smoothly without pinching

Risk Management

Key Risks

•Collision during tag games and relay races
•Choking hazard from small objects like marshmallows
•Elastic band snapping and potential eye injury
•Falls during running activities

Risk Mitigation

•Clear boundaries established for all movement activities
•Adult supervision at each fine motor station
•Proper spacing between children during activities
•Food allergy check before marshmallow activity
•Gentle tagging rules enforced throughout

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations during rotations
•Close monitoring during elastic band activities
•Oversight of safe running techniques in relay races

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required