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Lesson 1 - Moving Objects at Speed

Adventurous Speed & Agility

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Reception

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Fundamental Movement Skills

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30 min

Big Question

How can we move objects quickly and safely whilst taking turns with our friends?

Learning Objectives

To move objects at speed whilst maintaining control
To play games in an organised manner, taking turns with others
To send and receive objects using appropriate techniques

Key Outcomes

Students will successfully transfer objects between hoops at speed
Students will demonstrate turn-taking and cooperative play
Students will use sliding and rolling techniques to send objects to a partner

Equipment & Resources Required

Hoops

15-20 (half the number of students plus centre hoop)

Scatter around playing area with adequate spacing for safe movement

Alternative: Cones arranged in circles, chalk circles on ground

Balls

20-30 mixed sizes

Place 2 objects in each hoop initially

Alternative: Small soft toys, foam blocks, tennis balls

Cones

12-18 for marking lines and boundaries

Use to mark sending and receiving lines for partner work

Alternative: Bean bags, small mats, chalk lines

Whistles

For clear start and stop signals during activities

Alternative: Hand claps, verbal commands, musical instruments

Music Player

For movement accompaniment during warm-up activity

Alternative: Singing, clapping rhythms, percussion instruments

Key Vocabulary

Speed

Moving or acting quickly

Transfer

Moving something from one place to another

Taking turns

Waiting for your go and letting others have their go

Slide

Pushing an object along the ground smoothly

Roll

Making a ball move by turning it along the ground

Control

Being in charge of how an object moves

Skill Progression Pathway

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

Prior Learning

Basic movement patterns like walking and running
Understanding of taking turns in simple activities
Beginning to handle objects like balls and beanbags

Current Skills

Moving objects at speed whilst maintaining control
Turn-taking in organised group games
Sending and receiving objects with partners

Next Steps

Combining speed and accuracy in object control
Working cooperatively in larger team games
Using different techniques to send objects over varying distances

Milestone Indicators

Students can transfer objects quickly without dropping them

Students wait for their turn without constant reminders

Students show control when sending objects to partners

Key Teaching Points

Emphasise control over speed - moving quickly but safely with objects
Reinforce turn-taking as a cooperative skill rather than just waiting
Focus on ground-level object movement for safety and accuracy
Celebrate effort and cooperation over competitive winning
Use clear, consistent signals for starting and stopping activities
Provide immediate feedback on technique during sending and receiving
Connect physical skills to mathematical concepts through counting and scoring

Common Misconceptions

Students may think faster always means better - emphasise control alongside speed
Some may believe they need to throw objects - repeatedly demonstrate sliding and rolling
Turn-taking might be seen as boring waiting - frame as important teamwork skill
Winning team games is most important - emphasise participation and effort
Only one way to send objects correctly - show that sliding and rolling are both valid

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent movement breaks, use clear visual and auditory signals for transitions

dyspraxia

Use larger, easier to grip equipment, allow extra practice time, provide step-by-step verbal prompts for complex movements

autism spectrum

Provide clear visual schedule of activities, offer quiet retreat space if needed, use consistent routines and signals

visual impairment

Use brightly coloured equipment, provide verbal descriptions of all visual demonstrations, assign sighted buddy for spatial guidance

hearing impairment

Use visual signals alongside whistle (flag or hand gestures), ensure student can see teacher's face for lip reading, provide written rule cards

physical disability

Modify to seated versions where possible, use lighter objects, reduce distances, allow walking instead of running

Cross-Curricular Links

Science

Understanding forces when sliding and rolling objects, observing how different shaped objects move differently

Geography

Spatial awareness and directional language (forward, backward, left, right), understanding pathways and boundaries

Mathematics

Counting objects collected in Rob the Nest, scoring points during partner activities, understanding concepts of 'more' and 'less' when comparing team results

PSHE

Cooperation and turn-taking, managing emotions during competitive activities, celebrating others' successes

Teacher Guidance

Positioning

Move around the space to maintain visibility of all students, position centrally during demonstrations

Observation Focus

Monitor turn-taking compliance, object control skills, and cooperative interactions

Intervention Points

Step in if rules are not being followed, provide additional support for struggling students, manage any conflicts over turn-taking

Demonstration Notes

Always demonstrate with a student helper, use exaggerated movements for visibility, repeat demonstrations as needed for understanding

Verbal Cues

•'One object only!'
•'Wait for your turn!'
•'Keep it on the ground!'
•'Use both hands to stop it!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) or outdoor playground area, minimum 15m x 20m

Surface Check

Dry, even surface free from obstacles, adequate grip for running activities

Equipment Safety

Safety Checks

•Check all beanbags are intact with no loose stitching
•Ensure balls are properly inflated and free from damage
•Verify hoops have no sharp edges or cracks
•Confirm cones are stable and visible

Risk Management

Key Risks

•Collisions between students during running activities
•Slips and falls on wet or uneven surfaces
•Objects hitting students if thrown rather than rolled/slid
•Fatigue from repeated running activities

Risk Mitigation

•Clear boundaries established with adequate spacing between activities
•Emphasis on ground-level object movement only
•Regular monitoring of student fatigue levels
•Clear stop signals and immediate response expectations

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all activity areas
•Monitor turn-taking areas for orderly behaviour
•Watch running paths for safe movement patterns

Emergency Procedures

Immediate stop signal (whistle), assess any incidents, appropriate first aid response, contact school office if required