Lesson 6 - Travelling with Equipment
Body Control & Movement
•Reception
•Fundamental Movement Skills
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How can we use different equipment to travel in exciting new ways?
Learning Objectives
- To explore different ways to travel using equipment safely and confidently
- To develop control and coordination when moving with and through equipment
- To understand how equipment can help us move in different ways
Key Outcomes
- Students will demonstrate at least 3 different ways to travel using equipment
- Students will show improved control and coordination when moving through circuits
- Students will articulate which travelling methods they found challenging and enjoyable
Equipment & Resources Required
Space evenly around activity area for weaving patterns
Alternative: Large cones, mats, or markers
Position securely with mats underneath for safety
Alternative: Balance beams, wooden planks on low blocks
Use to mark boundaries and create pathways
Alternative: Markers, bean bags, small hoops
Lay flat on ground in jumping pattern
Alternative: Chalk circles, rope circles, mats
Lay straight and curved for balance challenges
Alternative: Long ribbon, tape lines on floor
Ensure opening is large enough for safe crawling
Alternative: Tables, chairs with fabric, large cardboard boxes
Key Vocabulary
Moving from one place to another using different body movements
Keeping your body steady and controlled whilst moving
Using different parts of your body together smoothly
Being able to start, stop and change your movements when you want to
Special objects that help us move and exercise in different ways
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, running, jumping)
- Following simple instructions
- Basic spatial awareness
Current Skills
- Travelling using equipment safely
- Exploring different movement patterns
- Coordinating movements with equipment
Next Steps
- Combining different travelling methods
- Creating movement sequences
- Using equipment for games and challenges
Milestone Indicators
Key Teaching Points
- Constantly circulate between stations to ensure safety and provide encouragement
- Emphasise exploration and experimentation over perfect technique at this age
- Use positive, specific feedback to build confidence and motivation
- Encourage students to help and learn from each other during activities
- Maintain high energy and enthusiasm to keep students engaged throughout
- Adapt challenges to individual students' abilities and confidence levels
- Build vocabulary through consistent use of movement and equipment terms
Common Misconceptions
- That there's only one 'right' way to use each piece of equipment - encourage creative exploration
- That faster movement is always better - emphasise control and safety over speed
- That students must complete every movement perfectly - focus on effort and trying rather than perfection
- That all students should progress at the same rate - celebrate individual achievements and progress
- That equipment is just for specific sports - show how fundamental equipment builds general movement skills
SEN Adaptations
ADHD
- Use shorter rotation times, provide frequent positive feedback, assign clear roles at each station, allow movement breaks as needed
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use larger/softer equipment, offer hand-over-hand support
autism spectrum
- Provide visual schedule of station rotations, allow extra time to process instructions, create quiet zone if overstimulated
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of all movements, assign sighted buddy for guidance around stations
hearing impairment
- Use visual signals for rotations, demonstrate all movements clearly, position student where they can see teacher and others
physical disability
- Modify equipment height and distance, allow seated versions of movements, provide additional support for balance activities
Cross-Curricular Links
Maths
Counting movements, recognising patterns in hopping sequences, spatial concepts of over/under/through
Science
Understanding how body parts work together, discussing which movements need more energy, exploring forces in pushing/pulling
PSHE
Building confidence through challenge, helping and encouraging others, developing resilience when movements are difficult
Teacher Guidance
Positioning
Central location with clear sightlines to all stations, move constantly to observe and support
Observation Focus
Watch for safe equipment use, quality of movement, cooperation within groups, and individual progress
Intervention Points
Step in if equipment being used unsafely, students struggling with movements, or group dynamics becoming problematic
Demonstration Notes
Show movements clearly and slowly, emphasise safety points, invite students to demonstrate good examples to others
Verbal Cues
- •'Remember to use your arms for balance!'
- •'Slow and controlled movements are safest!'
- •'Great exploring - what else can you try?'
- •'Help your friends learn that movement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (minimum 15m x 10m) or outdoor area with level surface
Surface Check
Non-slip surface, free from hazards, adequate cushioning under equipment
Equipment Safety
Safety Checks
- •Check bench stability and position safety mats underneath
- •Inspect tunnel for safe entry/exit size and no sharp edges
- •Ensure hoops lie flat to prevent tripping
- •Check skipping ropes have no frayed or damaged sections
- •Verify base stations are stable and have rounded edges
Risk Management
Key Risks
- •Falls from bench or during jumping activities
- •Collisions between students during movement
- •Tripping over equipment or ropes
- •Overexertion during circuit activities
Risk Mitigation
- •Safety mats under all raised equipment
- •Clear pathways between stations marked
- •Groups limited to 4-5 students per station
- •Constant supervision and circulation by teacher
- •Progressive skill building from simple to complex movements
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all stations simultaneously
- •Prioritise observation of bench and tunnel stations
- •Monitor for fatigue and provide rest breaks as needed
- •Ensure orderly rotations between stations
Emergency Procedures
Stop activity immediately for any incident, assess injury, provide appropriate first aid, remove equipment if necessary