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Lesson 3 - Object Control Skills

Fine Motor Foundations

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Reception

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Fine Motor Skills

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45 min

Big Question

How can we use our hands carefully and safely to move objects whilst staying aware of others around us?

Learning Objectives

To develop fine motor control when picking up, carrying and placing objects with care
To improve spatial awareness when negotiating space during movement activities
To understand the importance of sharing equipment and taking turns in physical activities

Key Outcomes

Students will demonstrate improved control when handling small objects
Students will move safely around others without collisions
Students will show consideration for others when using shared equipment

Equipment & Resources Required

Tag Belts

60 (2 per child)

Pre-distributed around the activity area for quick collection

Alternative: Ribbon strips, coloured bands

Coloured Cones

30 (6 different colours, 5 of each)

One cone per team at start line, remaining cones 20m away in colour groups

Alternative: Coloured bean bags, hoops

Elastic Bands

55 large elastic bands

Placed in hoops 20m from activity stations

Alternative: Hair bands, rubber rings

Beakers

15 plastic beakers

One per pair placed at starting positions

Alternative: Small bowls, containers

Marshmallows

100 mini marshmallows

Placed in hoops 20m from activity stations

Alternative: Foam balls, pom-poms, cotton balls

Plastic Cones

15 child-safe plastic forks

One per pair, checked for safety before use

Alternative: Tweezers, tongs, chopsticks

Building Blocks

100 wooden blocks

Piled in designated area 20m from starting positions

Alternative: Large lego blocks, foam blocks

Pegs

15 large plastic pegs

One per pair, ensure spring mechanism works properly

Alternative: Kitchen tongs, large tweezers

Hoops

6 large hoops

Used as collection points for objects during activities

Alternative: Marked circles, buckets

Key Vocabulary

Grip

How we hold objects with our fingers and thumb

Space

The area around us where we can move safely

Control

Being able to move our body and objects exactly how we want to

Tension

When something is stretched tight

Skill Progression Pathway

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

Prior Learning

Basic running and walking movements
Simple object manipulation skills
Understanding of personal space

Current Skills

Precise picking up and placing of objects
Negotiating space whilst moving at speed
Controlled grip and release movements

Next Steps

Using tools to manipulate objects
Complex spatial navigation tasks
Team coordination activities

Milestone Indicators

Can complete object transfer tasks without dropping items

Shows consistent spatial awareness during movement

Demonstrates patience and turn-taking throughout session

Key Teaching Points

Model precise grip techniques clearly for all children to see
Emphasise spatial awareness and safety during all movement activities
Encourage persistence and problem-solving when tasks become challenging
Balance individual skill development with collaborative partnership work
Connect physical movements to learning about control and precision
Provide immediate feedback on hand positioning and movement quality
Celebrate effort and improvement rather than just final outcomes

Common Misconceptions

Children may think harder grip always means better control - teach about appropriate pressure
Some may believe speed is more important than accuracy - emphasise careful, controlled movements
Children might think they can't do tasks without perfect technique - encourage practice and persistence
May assume they need to complete tasks exactly like others - celebrate individual approaches and adaptations

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use visual and verbal cues for attention

dyspraxia

Allow extra practice time, break down movements into smaller steps, provide hand-over-hand guidance

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use brightly coloured equipment, provide verbal descriptions of demonstrations, use tactile cues for positioning

hearing impairment

Clear visual demonstrations, written/pictorial instructions, use hand signals for activity changes

physical disability

Modify grip requirements, allow seated participation where possible, use adaptive equipment like larger grips

Cross-Curricular Links

Maths

Counting points in tag game, counting collected cones, measuring 20-metre distances, stacking and building patterns

Science

Understanding grip and force, exploring elasticity and tension, observing effects of physical activity on body

PSHE

Turn-taking and sharing, supporting partners, celebrating others' achievements, self-reflection and honesty

Teacher Guidance

Positioning

Move continuously between stations during circuit work, position centrally during whole-group activities

Observation Focus

Fine motor control development, spatial awareness, collaborative skills, persistence during challenges

Intervention Points

Step in if children struggle with grip techniques, remind about safety rules, mediate partner conflicts

Demonstration Notes

Demonstrate: Use exaggerated hand movements so all children can see fine motor techniques clearly

Verbal Cues

•'Gentle fingers!'
•'Find a good space!'
•'Help your partner!'
•'Try a different grip!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground space minimum 15m x 20m for circuit activities

Surface Check

Clean, dry, non-slip surface free from obstacles and trip hazards

Equipment Safety

Safety Checks

•Check elastic bands for wear and tear before use
•Ensure plastic forks have no sharp or broken edges
•Verify building blocks are splinter-free
•Test peg mechanisms work smoothly

Risk Management

Key Risks

•Choking hazard from small objects like marshmallows
•Elastic band snapping back and hitting faces
•Collisions during tag and running activities
•Falls from unstable building block towers

Risk Mitigation

•Constant supervision during small object handling
•Clear instructions about elastic band technique
•Establish boundaries and traffic patterns
•Limit tower height and provide stable base guidance

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all three stations
•Move between stations to provide guidance and ensure safety
•Monitor for proper equipment use and rule following

Emergency Procedures

Stop all activity immediately if injury occurs, assess and provide appropriate first aid, ensure other children are supervised