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Lesson 1 - Running and Reacting Skills

Whole-Body Movement Confidence

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Reception

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Athletics

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58 min

Big Question

How can we move quickly and safely while keeping our heads up and looking for space?

Learning Objectives

To develop spatial awareness and safe movement in shared space
To improve reaction time and quick decision-making during movement
To understand the importance of being ready and focused during physical activity

Key Outcomes

Students will demonstrate safe running with heads up and spatial awareness
Students will show quick reactions to visual and auditory cues
Students will maintain focus and avoid distractions during activities

Equipment & Resources Required

Coloured Cones

12 (6 matching pairs)

6 cones around perimeter, 6 matching colours for teacher to hold

Alternative: Coloured markers, bean bags, or coloured paper plates

Sun Markers

8-10 cones

Mark clear activity area and safety zones

Alternative: Ropes, chalk lines, or natural boundaries

Visual Aids

Various coloured objects

Items that children can easily see from distance

Alternative: Coloured cards, flags, or hand signals

Key Vocabulary

Ready position

Standing on the balls of your feet, knees slightly bent, looking forward, ready to move quickly

Spatial awareness

Knowing where you are in relation to other people and objects around you

Reaction time

How quickly you can respond when you hear or see a signal

Head up

Looking forward while moving, not down at your feet

Change direction

Moving from one way to another way safely

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Understanding of simple instructions
Beginning awareness of personal space

Current Skills

Running with head up and spatial awareness
Quick reaction to visual and auditory cues
Ready position and focused attention

Next Steps

Sustained running over longer distances
More complex reaction games with multiple rules
Beginning of athletic running techniques

Milestone Indicators

Consistently runs without collisions

Reacts within 2-3 seconds to instructions

Shows good ready position independently

Key Teaching Points

Ready position: 'Toes, knees, eyes' - weight on balls of feet, knees bent, looking forward
Head up running: Always look where you're going, not at your feet
Spatial awareness: Find spaces, avoid others, stay within boundaries
Quick reactions: Listen first, then move quickly and safely
Gentle tagging: Light touch only, never pushing or grabbing
Teamwork: Encourage others, follow rules, celebrate together
Safety first: Control your speed, be aware of others, stop when asked

Common Misconceptions

Children think running faster always means better - correct by emphasising controlled, safe movement
Belief that ready position means being tense - show relaxed but alert posture
Confusion between quick reactions and reckless movement - demonstrate controlled quick responses
Thinking tag games are about winning only - emphasise fun, participation and safety
Misunderstanding that head up means looking at ceiling - clarify looking forward at eye level

SEN Adaptations

ADHD

Short activity bursts, clear physical boundaries, regular movement breaks, immediate positive feedback, simple rule structure

dyspraxia

Extra practice time for ready position, simplified movement patterns, larger target areas, additional demonstration time

autism spectrum

Clear visual schedule of activities, consistent routine structure, quiet spaces available, pre-teaching of game rules

visual impairment

Use bright coloured cones, clear verbal descriptions of space, buddy system for guidance, tactile markers for boundaries

hearing impairment

Clear visual demonstrations, hand signals for start/stop, visual cue cards for game rules, ensure child can see teacher

physical disability

Adapt to walking instead of running, seated ready position variation, modified tagging games, wheelchair-accessible routes

Cross-Curricular Links

English

Following instructions, new vocabulary (ready position, spatial awareness), speaking and listening during games

Maths

Counting to three, number recognition in games, spatial concepts (front, back, left, right)

Science

Understanding body parts and movement, balance and forces, reaction time concepts

PSHE

Teamwork and cooperation, following rules, celebrating achievements, managing feelings during competition

Teacher Guidance

Positioning

Stand at front corner of activity area for maximum visibility, move around perimeter during activities to monitor all children

Observation Focus

Watch for ready position elements, head up running, spatial awareness, and appropriate game participation

Intervention Points

Step in immediately if unsafe movement observed, provide individual guidance for ready position, moderate game intensity if needed

Demonstration Notes

Always demonstrate ready position clearly before activities, show contrast between good and poor examples, use exaggerated movements for visibility

Verbal Cues

•'Toes, knees, eyes!' for ready position reminder
•'Heads up, look for space!' during running
•'Gentle tagging only!' during games
•'Ready position - freeze!' for instant stops

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space, outdoor playground or large indoor hall

Surface Check

Dry, even surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Check all cones have no sharp edges or cracks
•Ensure cones are stable and won't tip easily
•Verify boundaries are clearly marked and visible

Risk Management

Key Risks

•Collisions during running activities
•Falls due to poor surface or rushing
•Overexertion in active games
•Confusion during group activities leading to unsafe movement

Risk Mitigation

•Establish clear boundaries and ensure children understand them
•Emphasise heads up running for spatial awareness
•Use 'gentle tagging' rules in all tag games
•Monitor activity intensity and provide rest breaks
•Start with walking, progress gradually to running speeds

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of entire activity area
•Monitor high-activity areas during partner tag games
•Watch for signs of fatigue or overexertion
•Ensure adequate spacing during all running activities

Emergency Procedures

Stop activity immediately on safety concern, assess situation, provide appropriate first aid if needed, contact school first aider if injury occurs