Lesson 3 - Changing Direction
Foundation Movement Skills and Body Awareness
•Reception
•Fundamental Movement Skills
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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
Keep cones accessible for distributing during cone tag activity
Alternative: Bean bags, markers, playground chalk circles
Mark clear teaching space boundaries for safety
Alternative: Existing playground markings, rope, chalk lines
Key Vocabulary
To move from going one way to going another way
To stop moving completely like a statue
Taking tiny steps to help control your movement
To use your leg to push away from the ground in a new direction
An empty area where no one else is standing or moving
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
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