Lesson 2 - Chasing Games and Spatial Awareness
Foundational Movement Skills
•Reception
•Fundamental Movement Skills
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- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
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How can we run safely while having fun with our friends?
Learning Objectives
- Participate in chasing games safely with control and awareness
- Perform effectively as part of a team in running games
- Recognise and follow instructions to participate in different running and chasing activities
Key Outcomes
- Students will demonstrate safe running and chasing techniques
- Students will show awareness of space and other children during games
- Students will follow game rules and instructions accurately
Equipment & Resources Required
Give to children playing 'Sun' role
Alternative: Yellow bean bags, yellow bibs, or yellow scarves
Mark clear playing area boundaries
Alternative: Spot markers, chalk lines, or natural boundaries
Key Vocabulary
Knowing where you are in relation to other people and objects around you
Touching someone lightly with your hand to tag them in a game
Being able to change your speed and direction when you need to
The edges or limits of the playing area where you can safely play
To stop completely and hold still like a statue
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running skills
- Understanding of personal space
- Following simple instructions
Current Skills
- Controlled running in games
- Spatial awareness during chasing
- Gentle tagging techniques
- Speed and direction control
Next Steps
- More complex chasing games with multiple rules
- Team strategy in running games
- Advanced dodging and weaving skills
Milestone Indicators
Key Teaching Points
- Gentle tagging with hand contact only - no pushing or grabbing
- Maintain spatial awareness by looking around before moving
- Control speed and direction to avoid collisions with others
- Follow game rules consistently for fair and safe play
- Participate enthusiastically while being considerate of others
- Use appropriate voice levels for game calls and communication
- Understand and respect playing area boundaries at all times
Common Misconceptions
- Children may think tagging requires forceful contact - emphasise gentle touching
- Some may believe running faster always means playing better - teach control and timing
- Children might think avoiding others means not participating - encourage active involvement
- Some may assume all chasing games are the same - highlight unique rules for each game
- Children may think being tagged means they failed - frame as part of the game fun
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear and simple instructions, positive reinforcement for attention, shorter activity segments
dyspraxia
- Extra practice time for movement patterns, simplified instructions, visual demonstrations, allow extra processing time
autism spectrum
- Clear visual schedule of activities, designated quiet space if needed, consistent routines and signals, preparation for game changes
visual impairment
- Use bright coloured cones, provide verbal descriptions of space and boundaries, buddy system for guidance, tactile boundary markers
hearing impairment
- Use visual signals for start/stop, demonstrate all instructions clearly, use gestures for game calls, written instruction cards
physical disability
- Adapt to wheelchair users as sharks or seaweed, modify movement requirements, provide alternative tagging methods, ensure accessible routes
Cross-Curricular Links
English
Following verbal instructions, learning new vocabulary, participating in chants and calls, describing safety rules
Maths
Counting fish that become seaweed, recognising patterns in circle formation, understanding positional language (middle, side, around)
Science
Understanding how exercise affects our bodies, recognising the need for warm-up and cool-down, observing cause and effect in games
PSHE
Taking turns fairly, showing consideration for others, following rules for everyone's safety, celebrating achievements and effort
Teacher Guidance
Positioning
Move around perimeter for full visibility, central position during discussions
Observation Focus
Watch for safe movement, gentle interactions, rule understanding, inclusion of all children
Intervention Points
Step in for unsafe behaviour, support rule clarification, encourage participation
Demonstration Notes
Use clear, exaggerated movements for visibility, involve children in demonstrations, repeat key points
Verbal Cues
- •'Gentle touches only!'
- •'Check your space!'
- •'Remember our safety rules!'
- •'Well done for being aware of others!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles with marked boundaries
Surface Check
Dry, even surface free from hazards, suitable for running
Equipment Safety
Safety Checks
- •Cones checked for cracks or sharp edges
- •Boundary markers secure and visible
- •No loose equipment in playing area
Risk Management
Key Risks
- •Collisions between running children
- •Falls due to sudden direction changes
- •Overexertion in active games
- •Rough play during tagging
Risk Mitigation
- •Clear boundaries established and communicated
- •Emphasis on gentle tagging throughout
- •Adequate spacing maintained between activities
- •Progressive intensity build-up
- •Constant supervision and intervention when needed
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during running games
- •Move around space to monitor different groups
- •Focus on tagging interactions during chasing games
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route identified