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Lesson 6 - Walking Application in Games

Foundation Movement and Spatial Awareness Through Walking

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Reception

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Fundamental Movement Skills

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30 min

Big Question

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

Dish Cones

15-20

Scattered randomly around area to create obstacle course

Alternative: Bean bags, spots, or small objects

Coloured Bibs

3-4

For identifying mud monsters in final activity

Alternative: Coloured bands or different coloured tops

Key Vocabulary

Walking

Moving forward by placing one foot in front of the other in a steady rhythm

Space awareness

Understanding where you are in relation to others and obstacles

Change direction

Turning to move in a different way whilst maintaining balance

Game rules

The instructions that everyone must follow to play fairly

High five

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

Maintains walking technique under game pressure

Shows tactical awareness in avoidance games

Demonstrates leadership and helps others

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