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Lesson 6 - Travelling with Equipment

Body Control & Movement

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Reception

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Fundamental Movement Skills

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40 min

Big Question

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

Base Stations

Space evenly around activity area for weaving patterns

Alternative: Large cones, mats, or markers

Benches

Position securely with mats underneath for safety

Alternative: Balance beams, wooden planks on low blocks

Cones

Use to mark boundaries and create pathways

Alternative: Markers, bean bags, small hoops

Hoops

Lay flat on ground in jumping pattern

Alternative: Chalk circles, rope circles, mats

Ropes

Lay straight and curved for balance challenges

Alternative: Long ribbon, tape lines on floor

Tunnels

Ensure opening is large enough for safe crawling

Alternative: Tables, chairs with fabric, large cardboard boxes

Key Vocabulary

Travel

Moving from one place to another using different body movements

Balance

Keeping your body steady and controlled whilst moving

Coordination

Using different parts of your body together smoothly

Control

Being able to start, stop and change your movements when you want to

Equipment

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

Confident movement around all circuit stations

Demonstrates 3+ different travelling methods

Shows good control and coordination

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