Lesson 3 - Change Direction Skills
Foundational Movement Skills
•Reception
•Fundamental Movement Skills
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How can we train our bodies to move quickly in different directions when we hear instructions?
Learning Objectives
- Respond quickly to verbal cues to change direction
- Make tactical decisions about movement in games
- Develop listening skills for physical activity
Key Outcomes
- Students will demonstrate quick directional changes following verbal instructions
- Students will show improved reaction times to audio cues
- Students will apply listening skills in active game situations
Equipment & Resources Required
4 cones for compass points, others for boundaries
Alternative: Bean bags, markers, chalk marks
Scattered around activity area with space between
Alternative: Chalk circles, rope circles, mats
Creates clear division across the room
Alternative: Gym bench, painted line, tape line
For 4v1 game - medium bounce
Alternative: Bean bag, foam ball, balloon
Key Vocabulary
The way something moves or faces - forward, backward, left, right
To catch or stop something that is moving towards someone else
A spoken instruction that tells us what to do
To move quickly when something happens or when we hear something
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping movements
- Understanding of simple directional words
- Following single-step instructions
Current Skills
- Quick direction changes
- Responding to verbal cues
- Intercepting and anticipation
Next Steps
- Multi-directional movement patterns
- Complex listening and movement combinations
- Strategic thinking in games
Milestone Indicators
Key Teaching Points
- Always demonstrate movements clearly before asking children to perform them
- Use positive language focus on what children CAN do rather than mistakes
- Build complexity gradually - start simple and add challenge progressively
- Maintain high energy and enthusiasm to keep children engaged
- Celebrate effort and improvement rather than just success
- Ensure every child has opportunities to succeed at their level
- Keep safety as the top priority throughout all activities
Common Misconceptions
- Children may think they need to be the fastest rather than most controlled
- Some may believe making mistakes means they're not good at the activity
- Children might think louder responses are better than accurate responses
- Some may assume they should copy others rather than listen independently
SEN Adaptations
ADHD
- Frequent movement breaks, clear short instructions, positive reinforcement for listening
dyspraxia
- Break down movements into smaller steps, allow extra practice time, provide physical support if needed
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if overwhelmed
visual impairment
- Use bright coloured cones, verbal descriptions of all directions, buddy system for spatial awareness
hearing impairment
- Visual signals alongside verbal cues, written instruction cards, clear visual demonstrations of all movements
physical disability
- Modify jumping to stepping or wheeling, provide seated options for games, adapt equipment height
Cross-Curricular Links
Maths
Understanding positional language (North, South, East, West), counting successful interceptions, measuring distances
Science
Forces and motion during jumping, understanding how our ears help us listen, discussing fast and slow movements
Geography
Compass directions and their real-world applications, understanding maps and orientation
PSHE
Taking turns fairly, supporting others when they make mistakes, listening respectfully to instructions
Teacher Guidance
Positioning
Central position for compass game, move to edges for 4v1 observation, return to centre for whole-group activities
Observation Focus
Watch for listening skills, reaction times, safe movement patterns, and inclusive participation
Intervention Points
Step in if children are unsafe, struggling to understand, or becoming frustrated with games
Demonstration Notes
Always demonstrate new movements slowly first, then at speed. Use clear, exaggerated movements for directional work.
Verbal Cues
- •'Safe feet!' to remind about controlled movement
- •'Listen first, then move!' to improve reaction timing
- •'Well done!' to celebrate good listening and effort
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, clear of obstacles
Surface Check
Dry, non-slip surface free from obstacles and loose equipment
Equipment Safety
Safety Checks
- •Hoops laid flat to prevent tripping
- •Cones placed away from walls
- •Rope secured at both ends if using for River Bank game
Risk Management
Key Risks
- •Collisions during rapid direction changes
- •Slipping during quick movements
- •Tripping over equipment
Risk Mitigation
- •Clear boundaries established with adequate spacing
- •Emphasis on 'safe feet' throughout lesson
- •Progressive build-up of movement speed
- •Constant visual supervision of all children
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Monitor energy levels and potential for overexertion
- •Watch for children who may need movement breaks
Emergency Procedures
Stop signal established, clear pathways to exits maintained, first aid kit accessible