Lesson 2 - Animal Movement and Speed Control
Adventurous Speed & Agility
•Reception
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How do animals move in different ways and at different speeds to survive in their habitats?
Learning Objectives
- Move by inching, crawling and jumping using animal movements
- Follow and demonstrate fast and slow travel actions with control
- Link different speed movements together in sequences
Key Outcomes
- Students will demonstrate bear crawl, inch worm and gorilla walk movements
- Students will show control when moving at different speeds
- Students will link movements together in simple sequences
Equipment & Resources Required
Keep readily available for teacher to hold up during activities
Alternative: Coloured cards, laminated traffic light signs
Distributed around space for floor work comfort and safety
Alternative: Carpet area, soft surface markings
Ready to play for movement phases and stopping cues
Alternative: Drum, voice commands, clapping
Clear visual prompts to support understanding
Alternative: Hand gestures, verbal cues only
Key Vocabulary
Moving forward on hands and feet with opposite hand and foot working together
Moving by walking hands forward then feet forward like a measuring worm
Moving in a crouched position with hands on floor, jumping feet forward past hands
Being able to move fast or slow while staying safe and in control
Making different parts of your body work together smoothly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, running, jumping)
- Following simple instructions and stopping on command
- Understanding of fast and slow movement concepts
Current Skills
- Animal movement patterns with coordination
- Speed control and precision in movement
- Linking movements together in sequences
Next Steps
- More complex animal movement combinations
- Rhythm and timing in movement sequences
- Partner and group coordination activities
Milestone Indicators
Key Teaching Points
- Opposite hand and foot coordination is fundamental to bear crawl technique
- Quality and control are more important than speed in all animal movements
- Clear spatial awareness prevents collisions during mixed movement activities
- Animal imagery helps children understand and remember movement patterns
- Progressive difficulty builds confidence and maintains engagement
- Linking movements together develops advanced coordination skills
- Reflection and self-assessment consolidate learning and build confidence
Common Misconceptions
- Thinking bear crawl uses same side limbs - correct with 'opposite hand and foot like marching'
- Believing faster movement is better - emphasise control and technique over speed
- Assuming all animal movements should be quick - explain different animals move at different speeds for different reasons
- Thinking you need to be strong to do animal movements - show how technique and practice matter more than strength
- Believing animal movements are just for fun - connect to real animal adaptations and purposes
SEN Adaptations
ADHD
- Frequent movement changes to maintain engagement, clear boundaries for different activities, regular praise and feedback
dyspraxia
- Extra practice time for coordination movements, simplified movement patterns initially, peer support partnerships
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available for breaks if needed
visual impairment
- Clear verbal descriptions of all movements, tactile guidance for hand/foot positioning, consistent spatial layout
hearing impairment
- Visual demonstrations with exaggerated movements, hand signals for traffic lights, written instruction cards
physical disability
- Adapted animal movements from seated position, use of upper body only where appropriate, modified equipment
Cross-Curricular Links
English
Descriptive vocabulary for movement, following complex instructions, expressing preferences and opinions
Science
Animal habitats and adaptations, body parts and movement, forces and motion in animal locomotion
PSHE
Perseverance when learning difficult skills, cooperation during partner work, celebrating individual differences
Teacher Guidance
Positioning
Move around the space during practice, central position for demonstrations, ensure clear sightlines to all students
Observation Focus
Watch for correct opposite limb coordination in bear crawl, straight legs in inch worm, secure hand position in gorilla walk
Intervention Points
Step in when technique creates safety concerns, provide individual support for coordination difficulties
Demonstration Notes
Use slow, exaggerated movements for clarity, repeat demonstrations as needed, involve confident children in showing good technique
Verbal Cues
- •'Opposite hand and foot together!'
- •'Keep your bottom low like a real bear!'
- •'Stretch long then scrunch small!'
- •'Strong hands, then jump feet past!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space for crawling movements, soft surface essential
Surface Check
Non-slip mats required, check for hard objects or sharp edges
Equipment Safety
Safety Checks
- •Mats properly positioned and secure
- •Coloured cones free from sharp edges
- •Clear sightlines for teacher observation
Risk Management
Key Risks
- •Wrist and shoulder strain from weight-bearing positions
- •Collisions during combined standing and floor movements
- •Fatigue affecting movement control and safety
Risk Mitigation
- •Progressive introduction of weight-bearing movements
- •Clear spatial boundaries for different activities
- •Regular breathing breaks and technique reminders
- •Emphasis on control over speed throughout
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all floor work areas
- •Monitor technique to prevent injury from poor form
- •Watch for signs of fatigue affecting safety
Emergency Procedures
Stop activity immediately for any injury, assess and provide appropriate first aid, contact school protocols as needed