🎓

Lesson 3 - Pushing and Pulling Movements

Discovering Balance Through Playful Movement

•

Nursery

•

Fundamental Movement Skills

•

45 min

Big Question

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

Cones

8-10

Place around perimeter to create circuit pathway

Alternative: Bean bags, plastic bottles, markers

Weighted Boxes

5 (one per group)

Should be heavy enough to require effort but light enough for nursery children

Alternative: Books in boxes, foam blocks, PE equipment boxes

Balls

4-6

Rope length should be 1-2 metres for safe pulling

Alternative: Soft toys tied to ribbons, hoops with ribbons

Parachutes

1 large

For group pulling and pushing activities

Alternative: Large fabric sheet, bedsheet

Sun Markers

15-20

Mark circuit stations and personal spaces

Alternative: Tape marks, chalk circles, hoops

Team Tokens

For positive reinforcement at lesson end

Alternative: Stamps, high-fives, verbal praise

Key Vocabulary

Push

Using force to move something away from your body

Pull

Using force to bring something towards your body

Travel

Moving your whole body from one place to another

Force

The strength or energy used to make something move

Direction

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

Clear differentiation between push and pull actions

Smooth, controlled movement across the floor

Ability to change direction and speed

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