Lesson 6 - Walking Application in Games
Foundation Movement and Spatial Awareness Through Walking
•Reception
•Fundamental Movement Skills
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How can we use our walking skills to play games safely while avoiding obstacles?
Learning Objectives
- Apply walking technique in game situations with control and awareness
- Demonstrate spatial awareness when moving around obstacles and other students
- Show understanding of game rules and fair play whilst walking
Key Outcomes
- Students will walk with correct technique in game context
- Students will demonstrate ability to change direction and speed whilst walking
- Students will follow game rules and help others
Equipment & Resources Required
Scattered randomly around area to create obstacle course
Alternative: Bean bags, spots, or small objects
For identifying mud monsters in final activity
Alternative: Coloured bands or different coloured tops
Key Vocabulary
Moving forward by placing one foot in front of the other in a steady rhythm
Understanding where you are in relation to others and obstacles
Turning to move in a different way whilst maintaining balance
The instructions that everyone must follow to play fairly
Gentle slapping of palms together to help free trapped students
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can walk with basic coordination
- Students understand concept of personal space
- Students can start and stop on command
Current Skills
- Apply walking technique in game situations
- Change direction and speed while walking
- Follow rules and help others
Next Steps
- Combine walking with other locomotion skills
- Apply walking in more complex games
- Lead others in walking activities
Milestone Indicators
Key Teaching Points
- Walking technique must be maintained throughout all activities - no running allowed
- Spatial awareness is developed through navigating around obstacles and other students
- Helping behaviour is core to the lesson - every student should help at least one other
- Gentle contact only - both for tagging as mud monsters and high-fiving to help
- Game rules are simple but must be followed consistently for safety and fairness
- Energy levels need monitoring - activities should be challenging but not overwhelming
- Positive encouragement builds confidence in less confident walkers
Common Misconceptions
- Students may think running is allowed in games - emphasise walking throughout
- Some students may think rough tagging is acceptable - model gentle touches only
- Students might not understand they should help others - actively encourage helping behaviour
- Some may think getting stuck is bad - frame it as part of the fun that creates helping opportunities
- Students might think mud monsters can run - clearly establish walking-only rule for everyone
SEN Adaptations
ADHD
- Regular praise, clear boundaries, frequent activity changes within structure
dyspraxia
- Simplified movement patterns, extra practice time, adult support for complex navigation
autism spectrum
- Clear visual schedule, predictable game structure, quiet space available if needed
visual impairment
- Use bright coloured markers, clear verbal descriptions of obstacles, buddy system for navigation
hearing impairment
- Visual signals for start/stop, demonstration emphasis, written rules displayed
physical disability
- Adapted walking or wheelchair movement, modified tagging rules, seated helping option
Cross-Curricular Links
English
Following verbal instructions, using descriptive language about movement
Maths
Spatial reasoning, understanding of position and direction, counting stuck students
Science
Understanding how muscles work during walking, balance and coordination
Geography
Positional language - around, through, between, towards, away from
PSHE
Helping others, following rules, working together as a team, showing kindness
Teacher Guidance
Positioning
Move around area perimeter for visibility, join in activities when appropriate
Observation Focus
Monitor walking technique, helping behaviour, and spatial awareness
Intervention Points
Step in if students run instead of walk, if tagging becomes rough, or if students aren't helping others
Demonstration Notes
Always demonstrate walking technique clearly, show gentle helping actions, model positive encouragement
Verbal Cues
- •'Remember, walking feet only!'
- •'Look for someone who needs help!'
- •'Gentle high fives to help!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor hall or outdoor playground area
Surface Check
Non-slip surface, dry and even, clear of obstacles
Equipment Safety
Safety Checks
- •Markers/cones have no sharp edges or points
- •Bibs are correct size and not too tight
- •All equipment checked before lesson starts
Risk Management
Key Risks
- •Collisions between students during game
- •Tripping over markers or uneven surfaces
- •Over-excitement leading to unsafe movement
- •Students not helping stuck classmates safely
Risk Mitigation
- •Emphasise walking only, no running throughout
- •Clear boundaries and adequate spacing around obstacles
- •Gentle tagging and high-fiving rules reinforced
- •Adult supervision positioned for maximum visibility
- •Energy levels monitored and controlled
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during games
- •Monitor mud monsters for gentle tagging only
- •Watch for students who may need breaks or support
Emergency Procedures
Stop signal established, basic first aid available, clear access to exit maintained