Lesson 2 - Body Control and Coordination
Body Awareness & Movement Control
•Reception
•Fundamental Movement Skills
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How can we control different parts of our body at the same time?
Learning Objectives
- Follow simple instructions to coordinate limbs effectively
- Show control to hold body shapes for short periods
- Demonstrate awareness of body parts and their positioning
Key Outcomes
- Students will successfully coordinate opposite limbs in dead bugs activity
- Students will hold body shapes for 3 seconds with improved stability
- Students will create and transition between contrasting body shapes
Equipment & Resources Required
Create 4-5 lanes with 0.5-1m gaps between cones
Alternative: Bean bags, markers, or chalk lines
Spread around activity area for partner work
Alternative: Carpet tiles, marked floor spaces
For warm-up movement and timing activities
Alternative: Tablet, phone with speaker
Key Vocabulary
Moving different parts of your body at the same time in a controlled way
The muscles in your tummy and back that help you stay strong and balanced
An exercise where you lie on your back and move arms and legs like a bug
The different positions you can make with your whole body
Pulling your toes up towards your body, not pointing them down
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of body parts
- Simple movement patterns from previous lessons
- Basic balance and stability skills
Current Skills
- Limb coordination and control
- Static balance in various shapes
- Core strength development
- Following multi-step instructions
Next Steps
- Dynamic balance activities
- Complex movement sequences
- Partner coordination activities
Milestone Indicators
Key Teaching Points
- Always demonstrate left/right clearly before asking children to identify
- Emphasise flexed toes during dead bugs for hamstring stretch
- Ensure adequate spacing for safety during all activities
- Use positive reinforcement for effort rather than perfect execution
- Connect activities to core strength and body control concepts
- Progress from simple to complex shapes systematically
- Maintain inclusive environment where all children can succeed
Common Misconceptions
- Children often confuse left and right - use consistent visual cues
- May think pointing toes is better than flexing - explain stretching benefits
- Believe longer holding times are always better - emphasise quality over duration
- Think all shapes must look identical - celebrate individual variations
- May rush between activities - teach controlled transitions
SEN Adaptations
ADHD
- Clear boundaries for train tracks, frequent movement changes, specific roles during activities
dyspraxia
- Slower demonstrations, extra practice time, simpler shape progressions, adult support for coordination
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use tactile cues for body positioning, verbal descriptions of all shapes, buddy system for spatial awareness
hearing impairment
- Visual demonstrations for all instructions, hand signals for shape changes, written instruction cards
physical disability
- Adapted shapes using available body parts, seated versions of activities, modified equipment as needed
Cross-Curricular Links
Maths
Counting during shape holds, understanding left/right positioning, timing sequences
Science
Body parts identification, muscle groups, flexibility and strength concepts
PSHE
Following instructions, cooperation with partners, persistence with challenges, building confidence
Teacher Guidance
Positioning
Central position to observe all children during train tracks, move around during partner work to provide individual support
Observation Focus
Watch for coordination development, left/right understanding, shape quality, and peer cooperation
Intervention Points
Step in when children struggle with left/right identification, provide support for challenging balance positions
Demonstration Notes
Always demonstrate movements clearly and slowly, emphasise safety in transitions, use children as positive examples
Verbal Cues
- •'Strong core muscles!'
- •'Pull those toes back!'
- •'Hold that shape steady!'
- •'Listen for Simon Says!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, plus additional area for train tracks activity
Surface Check
Clean, dry, non-slip surface suitable for floor work and movement
Equipment Safety
Safety Checks
- •Ensure mats are flat and secure
- •Check cones have no sharp edges or damage
- •Verify adequate spacing between equipment
Risk Management
Key Risks
- •Collisions during train tracks activity
- •Falls during balance challenges
- •Strain from holding challenging positions too long
Risk Mitigation
- •Clear lane boundaries and spacing rules
- •Progressive difficulty in shape challenges
- •Appropriate holding times for age group
- •Constant supervision during floor work
Supervision & Emergency Procedures
Supervision Points
- •Position to oversee all train track lanes
- •Monitor partner interactions during mat work
- •Watch for fatigue during shape holding
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school office if needed