Lesson 6 - Team Obstacle Course Challenge
Adventurous Speed & Agility
•Reception
•Fundamental Movement Skills
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How can we work together as a team to complete challenges quickly and safely?
Learning Objectives
- Work as a team to complete an obstacle course in the quickest time possible
- Identify appropriate actions to complete tasks quickly and efficiently
- Demonstrate agility and coordination in an obstacle course setting
Key Outcomes
- Students will successfully navigate multiple obstacle courses working as a team
- Students will demonstrate improved speed and agility through varied movement patterns
- Students will show understanding of teamwork and turn-taking in competitive activities
Equipment & Resources Required
Used to mark each station and course boundaries
Alternative: Markers, bean bags for station boundaries
For jumping and stepping activities
Alternative: Rope circles, chalk circles on ground
Set at appropriate height for Reception students (15-20cm)
Alternative: Pool noodles, skipping ropes laid on ground
For throwing and collecting activities
Alternative: Soft balls, foam shapes
For crawling/rolling activities
Alternative: Tables to crawl under, large cardboard boxes
For balance walking activities
Alternative: Rope lines, chalk lines on floor
For Hokey Cokey warm-up activity
Alternative: Phone with speaker, singing without music
Key Vocabulary
A series of physical challenges arranged in sequence that must be completed in order
Working together with others to achieve a common goal
The ability to move quickly and easily, changing direction smoothly
A particular order in which activities must be completed
Moving quickly while maintaining control and safety
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns - running, jumping, crawling
- Following simple instructions and sequences
- Understanding of taking turns
- Experience with individual obstacle activities
Current Skills
- Team coordination and communication
- Combining multiple movement skills in sequence
- Speed and agility under time pressure
- Strategic thinking about efficient movement
Next Steps
- More complex team challenges and relay races
- Introduction to competitive sports with rules
- Advanced agility and coordination activities
- Leadership roles in team activities
Milestone Indicators
Key Teaching Points
- Emphasise speed with control rather than rushing without technique
- Build team cooperation through encouragement and positive communication
- Progress from walking practice to running attempts for safety and understanding
- Maintain high energy and enthusiasm while ensuring safety protocols
- Use rotation system to keep all students engaged and challenged
- Focus on improvement and effort rather than just speed or winning
- Provide clear, consistent instructions and demonstrations throughout
Common Misconceptions
- Students thinking faster always means better - emphasise technique and control
- Believing competition means putting others down - teach positive sportsmanship
- Assuming all team members need same role - celebrate different strengths
- Thinking obstacle courses are just about physical skills - highlight teamwork and strategy
- Believing mistakes mean failure - frame as learning opportunities
SEN Adaptations
ADHD
- Frequent movement opportunities, clear boundaries, immediate feedback and praise, structured team roles and responsibilities
dyspraxia
- Simplified sequences, extra practice time, larger equipment where possible, step-by-step instruction breakdown
autism spectrum
- Clear visual schedule of activities, predictable routines, quiet areas available, advance warning of changes or transitions
visual impairment
- Use brightly coloured equipment, verbal descriptions of course layout, buddy system for guidance, tactile markers for course boundaries
hearing impairment
- Visual demonstrations, hand signals for start/stop, written course instructions, visual cues for team activities
physical disability
- Adapted obstacle heights and distances, alternative activities for different mobility levels, wheelchair-accessible course options
Cross-Curricular Links
Maths
Counting team members and turns, ordering activities in sequence, measuring time for course completion, comparing speeds and distances
Science
Understanding forces in jumping and running, discussing how heart rate changes with exercise, exploring balance and coordination
Geography
Following directions and sequences, understanding spatial awareness and positioning, mapping course layouts
PSHE
Teamwork and cooperation, building resilience and confidence, celebrating achievements, managing emotions in competitive situations
Teacher Guidance
Positioning
Central location to observe all courses, move between teams during activities to provide encouragement and safety oversight
Observation Focus
Monitor technique quality, team cooperation, safety compliance, and signs of fatigue or difficulty
Intervention Points
Step in if unsafe behaviour observed, technique needs correction, team conflicts arise, or students show signs of distress
Demonstration Notes
Use clear, exaggerated movements for all demonstrations. Position where all students can see. Emphasise safety and technique over speed in demonstrations.
Verbal Cues
- •'Speed with control - fast but safe!'
- •'Great teamwork - I can hear the encouragement!'
- •'Remember your technique even when racing!'
- •'Teams support each other - let's hear positive words!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 20m x 15m, clear of obstacles with adequate ceiling height for jumping activities
Surface Check
Non-slip, even surface free from hazards, appropriate for running and jumping activities
Equipment Safety
Safety Checks
- •All obstacle equipment stable and secure before use
- •Appropriate height settings for Reception age group
- •Safety mats positioned under jumping and climbing activities
- •Regular equipment checks between rotations
Risk Management
Key Risks
- •Collisions between students during course activities
- •Falls or trips on obstacle equipment
- •Overexertion during competitive activities
- •Equipment failure during high-energy activities
Risk Mitigation
- •Clear spacing between obstacle courses
- •Controlled progression from walking to running pace
- •Continuous supervision and safety reminders
- •Adequate rest periods between attempts
- •Equipment checks and secure setup
Supervision & Emergency Procedures
Supervision Points
- •Position centrally to observe all four courses
- •Extra attention during relay races and competitive activities
- •Monitor students for signs of fatigue or overexertion
- •Watch for safe turn-taking and team behaviour
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, clear area if needed