Lesson 2 - Effective Walking Techniques
Foundation Movement and Spatial Awareness Through Walking
•Reception
•Fundamental Movement Skills
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How can we use our whole body to walk safely and efficiently around others?
Learning Objectives
- Develop effective walking technique using head, arms and feet
- Walk safely around others whilst maintaining personal space
- Experiment with different walking styles and evaluate effectiveness
Key Outcomes
- Students will demonstrate improved walking technique with proper posture
- Students will navigate safely around others without collisions
- Students will identify and explain the most effective walking methods
Equipment & Resources Required
Place around space perimeter to define boundaries
Alternative: Beanbags, markers, spots
Optional for rhythm walking activities
Alternative: Phone with speaker, radio
Key Vocabulary
The proper way to walk using our head, arms and feet together
The area around your body where you can move safely without touching others
Moving your arms naturally back and forth as you walk
When your right arm goes forward, your left leg goes forward
Knowing where you are in the space and where others are too
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Ability to follow simple movement instructions
- Experience with walking in different directions
Current Skills
- Coordinated walking with proper head position
- Natural arm swing during locomotion
- Toe-forward foot placement for efficiency
Next Steps
- Walking at different speeds while maintaining technique
- Walking with changes of direction
- Walking whilst carrying objects
Milestone Indicators
Key Teaching Points
- Walking with head up and eyes forward is safest and most efficient
- Natural arm swing with opposite coordination improves balance and rhythm
- Straight-ahead foot placement provides most efficient forward movement
- Spatial awareness prevents collisions and builds confidence
- Trust and communication with partners develops social skills
- Practice and repetition improves technique and natural coordination
- Different walking styles help understand what works best
Common Misconceptions
- Children thinking they need to look down to see where their feet are going
- Belief that walking with arms held stiff is more controlled than natural swing
- Thinking that pigeon-toed or duck-footed walking is normal and efficient
- Assumption that faster movement is always better than controlled technique
- Belief that following directly behind someone is the safest way to move
- Thinking that eyes-closed activities are too scary rather than trust-building
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, immediate positive feedback for good technique
dyspraxia
- Break down technique into smaller steps, extra practice time, physical prompts for coordination
autism spectrum
- Clear visual schedule of activities, predictable routine structure, quiet zones available if overwhelmed
visual impairment
- Use verbal descriptions of walking techniques, partner guidance with voice only, tactile markers for boundaries
hearing impairment
- Visual demonstrations of all techniques, hand signals for commands, written instruction cards available
physical disability
- Adapt walking to wheelchair movement or walking aids, focus on upper body coordination where appropriate
Cross-Curricular Links
English
Vocabulary development, following verbal instructions, explaining and describing movements
Maths
Spatial awareness and directions, counting steps and movements, understanding of opposite patterns
Science
Body parts identification, movement and coordination, understanding cause and effect in movement
PSHE
Following instructions, cooperation with partners, trust-building, personal safety awareness
Teacher Guidance
Positioning
Stand at edge of activity area for full class visibility, move around to observe technique
Observation Focus
Monitor head position, arm swing coordination, spatial awareness, and partner interaction
Intervention Points
Step in if students struggle with technique, safety concerns arise, or partnership difficulties occur
Demonstration Notes
Demonstrate: Exaggerate correct and incorrect techniques for clear contrast and understanding
Verbal Cues
- •'Head up like a giraffe!'
- •'Arms swing like pendulums!'
- •'Toes point where you want to go!'
- •'Find the empty spaces!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space for Reception class movement
Surface Check
Non-slip surface checked for any obstacles, spillages or hazards
Equipment Safety
Safety Checks
- •Cones placed securely with no sharp edges or loose parts
- •Clear boundaries established away from walls and furniture
Risk Management
Key Risks
- •Collisions between students during free walking
- •Falls during trust activities with closed eyes
- •Overexertion during extended walking activities
Risk Mitigation
- •Clear personal space boundaries established and reinforced
- •Constant supervision during eyes-closed activities
- •Regular rest periods and hydration opportunities
- •Immediate stop signals taught and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during free movement
- •Close proximity supervision during partner trust activities
- •Monitor for signs of fatigue or overexertion
Emergency Procedures
Immediate stop signal, clear evacuation routes, first aid kit accessible, emergency contacts available