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Lesson 5 - Threading and Control Skills

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 carefully and precisely to thread, carry and control objects?

Learning Objectives

To develop fine motor control through threading and carrying activities
To understand the effects of physical activity on the body
To build confidence and excitement in challenging tasks

Key Outcomes

Children will thread objects with increasing control and precision
Children will carry objects carefully without rushing
Children will identify simple changes in their body during activity

Equipment & Resources Required

Elastic Bands

30-40 mixed sizes

Place in hoop 20m from starting line

Alternative: Hair bands, small rubber rings

Plastic Beakers

15 (1 per pair)

One beside each pair at starting line

Alternative: Small containers, cups

Coloured Cones

25 (5 each of 5 colours)

Team cones at start, collection cones 20m away

Alternative: Coloured bean bags, blocks

Threading Laces

15 pieces (1m length each)

Tie large knot at one end of each piece

Alternative: Thick string, shoelaces

Straws

100 pieces (6cm lengths)

Cut to uniform size, place in collection hoop

Alternative: Pasta tubes, small cylinders

Plastic Cones

One per child, keep spares available

Alternative: Large serving spoons, wooden spoons

Golf Balls

Store safely when not in use

Alternative: Ping pong balls, small soft balls

Large Bolts

50 (safe, plastic if possible)

Check for safety - no sharp edges

Alternative: Large washers, rings

Hoops

For equipment storage at activity stations

Alternative: Buckets, containers

Key Vocabulary

Threading

Putting string or thread through holes in objects

Control

Moving your hands and fingers exactly how you want them to move

Balance

Keeping something steady so it doesn't fall

Patience

Taking your time and not rushing

Heartbeat

The sound your heart makes pumping blood around your body

Skill Progression Pathway

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

Prior Learning

Basic grip and pincer movements
Following simple movement instructions
Understanding fast and slow movements

Current Skills

Controlled threading movements
Careful object manipulation
Body awareness during activity

Next Steps

More complex threading patterns
Bilateral coordination tasks
Advanced balance challenges

Milestone Indicators

Improved pincer grip strength

Better hand-eye coordination

Increased patience and persistence

Key Teaching Points

Patience and persistence are more important than speed when developing fine motor skills
Exercise makes our hearts beat faster and our breathing change - this is normal and healthy
Taking turns and cooperation help everyone learn and improve together
Careful finger control develops through practice and gentle movements
Celebrating effort encourages continued learning and builds confidence
Body awareness helps us understand how exercise affects us
Fine motor skills learned in PE transfer to other activities like writing and drawing

Common Misconceptions

Faster movements are better - emphasise that slow, controlled movements develop better skills
Threading is too hard for nursery children - break into small steps and provide appropriate materials
Exercise should make you tired - explain that gentle exercise energises and strengthens
Dropping objects means you're not good at the activity - normalise mistakes as part of learning
All children should progress at the same rate - celebrate individual improvement and effort

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks between fine motor tasks, use clear boundaries and expectations

dyspraxia

Use larger threading materials, provide hand-over-hand support, break down movements into smaller steps with extra practice time

autism spectrum

Provide clear visual schedule of activities, offer quiet space if overwhelmed, use consistent routines and predictable transitions

visual impairment

Use brightly coloured and larger objects, provide tactile exploration of materials before activities, pair with sighted buddy for support

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written or picture cards showing activity sequences

physical disability

Adapt threading activities for seated position, use larger objects if grip is limited, modify distances and provide additional time

Cross-Curricular Links

Maths

Counting elastic bands and straws, understanding concepts of one-to-one correspondence during collection activities, spatial awareness with threading sequences

Science

Understanding basic body changes during exercise, cause and effect relationships between activity and heart rate, exploring properties of elastic materials

Teacher Guidance

Positioning

Move between stations during rotations, central position during whole-group activities for maximum visibility

Observation Focus

Watch for fine motor skill development, patience levels, and cooperation between partners

Intervention Points

Step in when children show frustration with threading, support turn-taking during activities, assist with equipment if safety concerns arise

Demonstration Notes

Always demonstrate threading techniques slowly and clearly, emphasise careful handling of small objects, model patience and positive attitude towards challenges

Verbal Cues

•'Slow and careful movements!'
•'Feel how your fingers control the thread!'
•'Remember to breathe and take your time!'
•'Great patience and persistence!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 20m with clear pathways between activity stations

Surface Check

Smooth, dry floor free from obstacles and suitable for sitting and threading activities

Equipment Safety

Safety Checks

•Check all elastic bands for appropriate tension - not too tight
•Ensure bolts have no sharp edges and are large enough to prevent choking
•Verify golf balls/eggs are securely held and won't break if dropped

Risk Management

Key Risks

•Small objects (bolts, elastic bands) potential choking hazards
•Slips during running portions
•Frustration with fine motor challenges

Risk Mitigation

•Constant supervision during activities involving small objects
•Clear boundaries and safe running speeds established
•Emotional support and encouragement for challenging tasks
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all stations during rotations
•Monitor small object handling closely
•Watch for signs of frustration or fatigue

Emergency Procedures

Stop activity immediately if choking suspected, clear pathways for emergency access, first aid kit accessible