Lesson 2 - Space Awareness and Team Running
Animal Movement & Spatial Skills
•Reception
•Fundamental Movement Skills
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How can we move safely through spaces while working as part of a team?
Learning Objectives
- To develop space awareness whilst running and moving
- To work effectively as part of a team during physical activities
- To demonstrate safe movement when negotiating obstacles and other people
Key Outcomes
- Students will be able to run skilfully whilst being aware of others around them
- Students will demonstrate understanding of taking turns and sharing equipment
- Students will show improved spatial awareness when moving through crowded areas
Equipment & Resources Required
Place one set in each corner of the activity area
Alternative: Coloured cones or laminated paper circles
For adults to use during obstacle course
Alternative: Soft foam balls or bean bags
Scatter randomly across activity area as obstacles
Alternative: Paper plates or small mats
Key Vocabulary
Knowing where you are in relation to others and objects around you
To move around obstacles or through spaces safely
Working together with others towards a shared goal
Running with good technique - head up, arms pumping, controlled speed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping on command
- Simple directional movements (forwards, backwards)
- Understanding of personal space
Current Skills
- Space awareness whilst moving
- Team cooperation and turn-taking
- Negotiating obstacles and other people
Next Steps
- More complex team relay activities
- Advanced spatial awareness challenges
- Leadership roles in team activities
Milestone Indicators
Key Teaching Points
- Emphasise head-up position during all running activities for safety and spatial awareness
- Model spatial awareness strategies explicitly - thinking before moving, planning routes
- Use positive reinforcement for teamwork and encouragement between students
- Progress gradually from simple to complex spatial awareness challenges
- Connect spatial awareness skills to real-life applications beyond PE
- Focus on effort and improvement rather than just achievement in competitive activities
- Integrate reflection opportunities throughout the lesson to consolidate learning
Common Misconceptions
- Students may think running faster is always better - emphasise controlled, skilful movement
- Some may believe spatial awareness is only important in PE - connect to everyday life situations
- Students might focus only on their own performance - highlight the importance of supporting teammates
- Children may think avoiding obstacles means stopping completely - teach dynamic navigation strategies
- Some may assume spatial awareness is natural - explain it's a skill that can be developed with practice
SEN Adaptations
ADHD
- Include frequent movement breaks, provide clear boundaries, use positive reinforcement for focus and following instructions
dyspraxia
- Allow extra processing time for movement instructions, break down complex movements into smaller steps, provide additional practice opportunities
autism spectrum
- Provide clear visual schedule of activities, offer quiet space if overstimulated, use consistent routine and language
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of spatial layout, pair with sighted buddy for navigation support
hearing impairment
- Use visual signals for start/stop, demonstrate all movements clearly, position child where they can see teacher's face
physical disability
- Adapt movement to ability level (walking instead of running), modify obstacle courses, provide additional support as needed
Cross-Curricular Links
Maths
Spatial reasoning, direction and position, counting in relay activities, pattern recognition in obstacle layouts
Science
Forces and motion during running, balance and stability when navigating obstacles, reaction times
Geography
Direction concepts (forwards, backwards), spatial awareness, mapping movement through obstacles
PSHE
Teamwork and cooperation, encouraging others, self-assessment and reflection, resilience when facing challenges
Teacher Guidance
Positioning
Move around the space to maintain visual contact with all students, positioning centrally during instruction phases
Observation Focus
Watch for head-up running position, spatial awareness behaviours, and positive team interactions
Intervention Points
Step in if running speeds become unsafe, if students show frustration, or if teamwork breaks down
Demonstration Notes
Always demonstrate spatial awareness techniques yourself, show thinking processes out loud, model positive encouragement
Verbal Cues
- •'Head up, eyes forward!'
- •'Think before you move!'
- •'Great awareness!'
- •'Help your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 20m x 30m with clear boundaries
Surface Check
Even, non-slip surface free from water, obstacles, or trip hazards
Equipment Safety
Safety Checks
- •Floor spots placed securely and checked for sliding
- •Cones stable and positioned safely away from walls
- •Sponge balls checked for damage and softness
Risk Management
Key Risks
- •Collisions between students during crossing activities
- •Falls due to obstacles or uneven surfaces
- •Over-excitement leading to unsafe running speeds
Risk Mitigation
- •Clear boundaries established and explained
- •Progressive skill development from walking to jogging
- •Constant supervision during ball-throwing activities
- •Emphasis on controlled movement over speed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during crossing activities
- •Monitor running speeds and intervene if unsafe
- •Watch for signs of fatigue or frustration in students
Emergency Procedures
Stop all activity immediately if collision occurs, assess for injury, provide appropriate first aid and support