Lesson 1 - Running and Reacting Skills
Whole-Body Movement Confidence
•Reception
•Athletics
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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
6 cones around perimeter, 6 matching colours for teacher to hold
Alternative: Coloured markers, bean bags, or coloured paper plates
Mark clear activity area and safety zones
Alternative: Ropes, chalk lines, or natural boundaries
Items that children can easily see from distance
Alternative: Coloured cards, flags, or hand signals
Key Vocabulary
Standing on the balls of your feet, knees slightly bent, looking forward, ready to move quickly
Knowing where you are in relation to other people and objects around you
How quickly you can respond when you hear or see a signal
Looking forward while moving, not down at your feet
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
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