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Lesson 6 - Team Obstacle Course Challenge

Adventurous Speed & Agility

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Reception

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Fundamental Movement Skills

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45 min

Big Question

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

Cones

Used to mark each station and course boundaries

Alternative: Markers, bean bags for station boundaries

Hoops

8-12

For jumping and stepping activities

Alternative: Rope circles, chalk circles on ground

Low Hurdles

Set at appropriate height for Reception students (15-20cm)

Alternative: Pool noodles, skipping ropes laid on ground

Balls

For throwing and collecting activities

Alternative: Soft balls, foam shapes

Crash Mats

For crawling/rolling activities

Alternative: Tables to crawl under, large cardboard boxes

Balance Beams

For balance walking activities

Alternative: Rope lines, chalk lines on floor

Tunnel Systems

For Hokey Cokey warm-up activity

Alternative: Phone with speaker, singing without music

Key Vocabulary

Obstacle course

A series of physical challenges arranged in sequence that must be completed in order

Teamwork

Working together with others to achieve a common goal

Agility

The ability to move quickly and easily, changing direction smoothly

Sequence

A particular order in which activities must be completed

Speed

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

Completes obstacle course without stopping or confusion

Demonstrates clear improvement in completion time

Shows positive team behaviours consistently

Can explain which activities they found challenging and why

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