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Lesson 2 - Space Awareness and Team Running

Animal Movement Exploration

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Nursery

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Fundamental Movement Skills

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45 min

Big Question

How can we move safely around others while working as a team?

Learning Objectives

To develop spatial awareness when moving in shared spaces
To understand teamwork and taking turns
To demonstrate safe movement and stopping techniques

Key Outcomes

Children will move confidently around obstacles and other children
Children will work cooperatively in team activities
Children will show understanding of safety when moving

Equipment & Resources Required

Coloured Cones

20 (5 each of 4 colours)

Place in corners and collect piles as described

Alternative: Coloured bean bags, blocks, or markers

Hoops

4 (one per corner)

Position one in each corner of the space

Alternative: Coloured mats or marked zones

Mats

15-20

Scatter randomly for obstacle course

Alternative: Paper plates, small mats, or chalked circles

Game Balls

1-2

For adult-led throwing activity

Alternative: Soft foam balls or bean bags

Key Vocabulary

Space awareness

Knowing where you are and where others are around you

Negotiate

To find a way around or through something safely

Teamwork

Working together to achieve a goal

Hazard

Something that could be dangerous if we're not careful

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Understanding of personal space
Following simple instructions

Current Skills

Spatial awareness while moving
Team cooperation and turn-taking
Safe movement around obstacles

Next Steps

Complex obstacle navigation
Competitive team games
Leadership roles in movement activities

Milestone Indicators

Consistent safe movement around others

Spontaneous helping of teammates

Strategic thinking in movement challenges

Key Teaching Points

Spatial awareness is developed through practice and patience, not rushing
Model and emphasise the 'walking/jogging on the spot' technique for safe navigation
Encourage teamwork through specific positive language and examples
Safety always comes before speed in all movement activities
Use specific, descriptive feedback to help children understand good technique
Connect movement skills to thinking skills throughout the lesson
Celebrate effort and improvement as much as achievement and winning

Common Misconceptions

That faster movement is always better - emphasise control and safety over speed
That bumping into others is acceptable during games - reinforce spatial awareness importance
That winning is more important than teamwork - consistently value cooperation and encouragement
That some children are 'naturally bad' at movement - emphasise that everyone can improve with practice
That team activities require competitive behaviour - model and encourage supportive team dynamics

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, regular position changes, additional movement breaks

dyspraxia

Simplified movement patterns, extra practice time, visual guides for movement, reduced complexity in obstacle courses

autism spectrum

Clear visual schedule of activities, quiet area available, consistent routines, advance warning of activity changes

visual impairment

Use high contrast coloured equipment, verbal descriptions of layout, buddy system for navigation, tactile markers for boundaries

hearing impairment

Clear visual demonstrations, hand signals for stop/go, written instruction cards, ensure child can see teacher's face

physical disability

Adapted movement patterns, wheelchair accessible routes, modified equipment heights, alternative participation roles

Cross-Curricular Links

Maths

Counting cone collections, understanding concepts of 'more' and 'less', spatial language (over, under, around, through)

Science

Understanding how our bodies move, forces needed to start and stop, balance and coordination concepts

Geography

Directional language (forwards, backwards, left, right), spatial awareness and mapping concepts

PSHE

Teamwork and cooperation skills, encouraging others, managing emotions during competitive activities, patience and turn-taking

Teacher Guidance

Positioning

Position at side of activity area for maximum visibility of all children, rotate position to see different angles

Observation Focus

Watch for spatial awareness development, safe movement technique, positive team interactions, and individual confidence levels

Intervention Points

Step in if children moving unsafely, provide additional support for children struggling with spatial concepts, mediate any team conflicts

Demonstration Notes

Demonstrate all movements clearly and exaggerated for visibility. Use positive body language and facial expressions. Show safe techniques multiple times as needed.

Verbal Cues

•'Eyes up, watch where you're going!'
•'Find a safe space!'
•'Encourage your teammates!'
•'Think before you move!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground space minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip surface, dry and even, free from hazards and debris

Equipment Safety

Safety Checks

•Soft sponge balls only for throwing activities
•Cones and hoops securely positioned and visible
•Floor spots placed to avoid slipping hazards

Risk Management

Key Risks

•Collisions during crossing activities
•Slips when running or changing direction
•Excitement leading to unsafe movement speeds

Risk Mitigation

•Clear boundaries and movement rules established
•Progressive introduction of speed and complexity
•Constant adult supervision and positioning for visibility
•Practice of 'on the spot' technique before crossing activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during crossing activities
•Monitor high-activity areas during cone collection games
•Intervene immediately if unsafe behaviours observed

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or comfort, notify other staff if needed