Lesson 3 - Pushing and Pulling Movements
Discovering Balance Through Playful Movement
•Nursery
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can our bodies push and pull to help us move in different ways?
Learning Objectives
- To develop understanding of pushing and pulling movements
- To practice travelling using push and pull motions
- To demonstrate the difference between pushing and pulling actions
Key Outcomes
- Children will be able to identify and demonstrate pushing movements
- Children will be able to identify and demonstrate pulling movements
- Children will travel around the space using various push and pull techniques
Equipment & Resources Required
Place around perimeter to create circuit pathway
Alternative: Bean bags, plastic bottles, markers
Should be heavy enough to require effort but light enough for nursery children
Alternative: Books in boxes, foam blocks, PE equipment boxes
Rope length should be 1-2 metres for safe pulling
Alternative: Soft toys tied to ribbons, hoops with ribbons
For group pulling and pushing activities
Alternative: Large fabric sheet, bedsheet
Mark circuit stations and personal spaces
Alternative: Tape marks, chalk circles, hoops
For positive reinforcement at lesson end
Alternative: Stamps, high-fives, verbal praise
Key Vocabulary
Using force to move something away from your body
Using force to bring something towards your body
Moving your whole body from one place to another
The strength or energy used to make something move
The way something is moving - forward, backward, up, down
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Simple locomotor movements like crawling
- Following simple instructions
Current Skills
- Distinguishing between push and pull actions
- Using arms and legs to create movement
- Coordinating body parts for travel
Next Steps
- More complex stability movements
- Partner and group coordination
- Using equipment to enhance push/pull movements
Milestone Indicators
Key Teaching Points
- Push moves things away from your body, pull brings things toward your body
- Use different body parts (hands, feet, arms, legs) for pushing and pulling
- Control your movements - not too fast, not too slow
- Cooperation and sharing make activities more fun
- Practice makes our pushing and pulling stronger and smoother
- Safety first - be aware of others and move carefully
- Everyone can push and pull in their own special way
Common Misconceptions
- Children may confuse pushing and pulling directions - use clear 'away from body' vs 'toward body' language
- Some may think only hands can push/pull - demonstrate using feet, arms, whole body
- Children might think harder/faster is always better - emphasise control and smoothness
- May believe they're not strong enough - focus on effort and improvement, not comparison
- Could think pushing and pulling are only for PE - connect to everyday activities
SEN Adaptations
ADHD
- Short activity bursts with regular changes, clear boundaries, immediate positive feedback
dyspraxia
- Extra time for coordination development, simplified movements initially, adult modelling alongside
autism spectrum
- Clear routine with visual schedule, quiet spaces available, consistent language for instructions
visual impairment
- Use verbal descriptions of movements, tactile guidance through push/pull actions, bright coloured equipment
hearing impairment
- Clear visual demonstrations, simple hand signals for push/pull, visual cues for circuit direction
physical disability
- Adapted seated pushing/pulling activities, use of supportive equipment, modified distances
Cross-Curricular Links
Maths
Directional language (forward, backward, up, down), counting movements and repetitions
Science
Forces and motion, understanding how push and pull forces create movement
Communication
Following instructions, describing movements, using action vocabulary
PSHE
Cooperation and teamwork, sharing resources, taking turns, perseverance when learning new skills
Teacher Guidance
Positioning
Move around space to observe all children, stay at child level during demonstrations
Observation Focus
Watch for understanding of push vs pull, coordination development, social interaction
Intervention Points
Step in if children struggling with concepts, unsafe movement, or social conflicts
Demonstration Notes
Always demonstrate at child level, exaggerate movements for clarity, use children as good examples
Verbal Cues
- •'Push away from your body!'
- •'Pull toward your body!'
- •'Control your movement!'
- •'Share nicely with friends!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space with clear floor surface
Surface Check
Clean, dry floor with good grip for pushing/pulling movements
Equipment Safety
Safety Checks
- •Boxes light enough for nursery children but heavy enough to require effort
- •Ropes securely attached to bean bags with no loose ends
- •Cones stable and not easily tipped
- •Parachute in good condition with no tears
Risk Management
Key Risks
- •Children pushing/pulling too forcefully
- •Collisions during circuit work
- •Rope entanglement
- •Overexertion during floor travel
Risk Mitigation
- •Clear boundaries and personal space established
- •Supervised partner work with adult guidance
- •Controlled use of equipment with demonstrations
- •Regular breaks and calm transitions
Supervision & Emergency Procedures
Supervision Points
- •Close supervision during partner see-saw activity
- •Monitor spacing during circuit work
- •Watch for signs of fatigue during floor travel
- •Ensure safe sharing during free play
Emergency Procedures
Stop activity immediately if injury occurs, comfort child, assess need for first aid, inform class teacher