Lesson 3 - Object Control Skills
Fine Motor Foundations
•Reception
•Fine Motor Skills
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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
Pre-distributed around the activity area for quick collection
Alternative: Ribbon strips, coloured bands
One cone per team at start line, remaining cones 20m away in colour groups
Alternative: Coloured bean bags, hoops
Placed in hoops 20m from activity stations
Alternative: Hair bands, rubber rings
One per pair placed at starting positions
Alternative: Small bowls, containers
Placed in hoops 20m from activity stations
Alternative: Foam balls, pom-poms, cotton balls
One per pair, checked for safety before use
Alternative: Tweezers, tongs, chopsticks
Piled in designated area 20m from starting positions
Alternative: Large lego blocks, foam blocks
One per pair, ensure spring mechanism works properly
Alternative: Kitchen tongs, large tweezers
Used as collection points for objects during activities
Alternative: Marked circles, buckets
Key Vocabulary
How we hold objects with our fingers and thumb
The area around us where we can move safely
Being able to move our body and objects exactly how we want to
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
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