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Lesson 3 - Changing Direction

Foundation Movement Skills and Body Awareness

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Reception

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Fundamental Movement Skills

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40 min

Big Question

How can we safely change direction while moving at different speeds?

Learning Objectives

To develop changing direction skills using small steps and body positioning
To improve control and coordination when stopping and starting movements
To understand spatial awareness when moving around others

Key Outcomes

Students will be able to change direction safely using correct technique
Students will demonstrate control when stopping from different speeds
Students will show awareness of space and others when moving

Equipment & Resources Required

Cones

Keep cones accessible for distributing during cone tag activity

Alternative: Bean bags, markers, playground chalk circles

Sun Markers

4 sets

Mark clear teaching space boundaries for safety

Alternative: Existing playground markings, rope, chalk lines

Key Vocabulary

Change direction

To move from going one way to going another way

Freeze

To stop moving completely like a statue

Small steps

Taking tiny steps to help control your movement

Push off

To use your leg to push away from the ground in a new direction

Space

An empty area where no one else is standing or moving

Leader

The person who goes first and others follow

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic locomotor skills - walking and running
Understanding of stop and start commands
Basic spatial awareness and personal space

Current Skills

Changing direction using correct body positioning
Stopping safely from movement
Following and leading movement patterns

Next Steps

Changing direction at increasing speeds
Combining direction changes with different locomotor patterns
Using direction changes in simple games and activities

Milestone Indicators

Child can bend knee and push off when changing direction

Child can stop safely using small steps

Child shows awareness of others when moving

Key Teaching Points

Always emphasise safety technique - small steps to stop, knee bending for direction changes
Use 'Say, Demonstrate, Look for' approach for all new skills
Progress gradually from walking to running to game application
Encourage decision-making - when to change direction and why
Maintain enthusiasm while ensuring controlled, safe movement
Connect movement skills to tactical thinking in games

Common Misconceptions

Children think they need to stop completely before changing direction - teach that direction changes can be smooth and flowing
Belief that faster is always better - emphasise that control is more important than speed
Thinking that direction changes are only about legs - teach whole body involvement including arms and shoulders
Assumption that games are just for fun - help children see the skill development within game contexts

SEN Adaptations

ADHD

Use frequent freeze commands for regulation, provide clear boundaries, break activities into shorter segments with regular feedback

dyspraxia

Allow extra practice time for direction changing technique, break down movements into smaller steps, provide additional demonstrations

autism spectrum

Provide clear structure and routine, use visual schedule for activity sequence, allow quiet space if overstimulated

visual impairment

Use verbal cues for direction changes, bright coloured cones for boundaries, buddy system for navigation support

hearing impairment

Use clear visual signals for start/stop commands, ensure child can see teacher demonstrations, written instruction cards if helpful

physical disability

Adapt direction changes to seated position or supported standing, focus on upper body direction changes, modify tag game to include all abilities

Cross-Curricular Links

Maths

Spatial awareness and directional language (left, right, forwards, backwards), counting during warm-up and freeze activities

Science

Forces and motion - understanding how pushing off creates movement in opposite direction, balance and gravity

PSHE

Cooperation during partner work, following rules in games, supporting classmates

Teacher Guidance

Positioning

Move around the perimeter of the activity space to maintain visual contact with all children

Observation Focus

Watch for proper technique (knee bending, small steps), spatial awareness, and cooperation

Intervention Points

Step in if children are not using safe stopping technique or if games become too rough

Demonstration Notes

Use exaggerated movements to show techniques clearly - big knee bends, obvious shoulder dips, clear arm positions for balance

Verbal Cues

•'Bend that knee!'
•'Small steps to stop!'
•'Turn your whole body!'
•'Find some space!'
•'Watch where you're going!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, preferably in hall or large outdoor area

Surface Check

Non-slip surface essential for direction changes, check for wet or uneven areas

Equipment Safety

Safety Checks

•Cones placed away from activity area when not in use
•Boundaries clearly marked to prevent collisions with walls/obstacles
•No equipment left on the floor during movement activities

Risk Management

Key Risks

•Collisions between children during direction changes
•Falls when attempting to stop or change direction too quickly
•Overexcitement during tag games leading to unsafe movement

Risk Mitigation

•Emphasise technique (small steps, knee bending) before speed
•Clear boundaries and adequate space between children
•Gradual progression from walking to running to more complex games
•Regular freeze commands to regain control

Supervision & Emergency Procedures

Supervision Points

•Position to observe all children during movement activities
•Move around space during partner work to monitor interactions
•Watch particularly during tag games for appropriate contact and control

Emergency Procedures

Stop all activity immediately with loud 'FREEZE' command, assess any injuries, provide appropriate first aid or seek additional support