🎓

Lesson 2 - Animal Movement and Speed Control

Adventurous Speed & Agility

•

Reception

•

Fundamental Movement Skills

•

45 min

Big Question

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

Coloured Cones

3 (red, amber, green)

Keep readily available for teacher to hold up during activities

Alternative: Coloured cards, laminated traffic light signs

Mats

7 large mats

Distributed around space for floor work comfort and safety

Alternative: Carpet area, soft surface markings

Music Player

Ready to play for movement phases and stopping cues

Alternative: Drum, voice commands, clapping

Cards

3 large cards (bear, worm, gorilla)

Clear visual prompts to support understanding

Alternative: Hand gestures, verbal cues only

Key Vocabulary

Bear crawl

Moving forward on hands and feet with opposite hand and foot working together

Inch worm

Moving by walking hands forward then feet forward like a measuring worm

Gorilla walk

Moving in a crouched position with hands on floor, jumping feet forward past hands

Speed control

Being able to move fast or slow while staying safe and in control

Coordination

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

Can demonstrate all three animal movements with correct technique

Shows clear difference between fast and slow speeds

Maintains control during movement transitions

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