Lesson 3 - Object Control Focus
Motor Skills & Spatial Confidence
•Reception
•Fundamental Movement Skills
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How can we use our hands carefully while staying safe when moving around others?
Learning Objectives
- Develop increasing control when handling and moving objects
- Navigate shared space safely while maintaining awareness of others
- Demonstrate emotional regulation during competitive activities
Key Outcomes
- Students will show improved fine motor control when manipulating objects
- Students will demonstrate spatial awareness by avoiding collisions
- Students will participate cooperatively in team challenges
Equipment & Resources Required
Pre-distributed around hall perimeter
Alternative: Strips of fabric, ribbons, or scarves
5 cones per team at start, 5 of each colour 20m away
Alternative: Coloured bean bags, hoops, or markers
Stored in hoop 20m from activity station
Alternative: Hair bands or rubber loops
One per pair at starting position
Alternative: Small bowls or containers
Stored in hoop 20m from activity station
Alternative: Foam cubes, pom-poms, or cotton balls
One per pair at starting position
Alternative: Large tweezers or tongs
Pile placed 20m from activity station
Alternative: Large building blocks or foam cubes
One per pair at starting position
Alternative: Large clips or tongs
Equipment storage containers
Alternative: Marked circles on floor
Key Vocabulary
Using your hands and body carefully to handle objects
The area around you where you can move safely
Looking and listening to know what is happening around you
Working together nicely as a team
When something is stretched tight
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and walking skills
- Simple object manipulation
- Understanding of personal space
Current Skills
- Fine motor control with tools
- Spatial awareness during movement
- Emotional regulation in games
Next Steps
- More complex object manipulation tasks
- Team strategy games
- Advanced spatial navigation
Milestone Indicators
Key Teaching Points
- Fine motor control develops through varied tool manipulation experiences
- Spatial awareness improves through head-up movement and obstacle navigation
- Cooperation skills grow through structured partner and team challenges
- Emotional regulation develops through appropriate challenge and support
- Safety consciousness builds through clear rules and consistent reinforcement
- Self-assessment skills develop through guided reflection and honest evaluation
- Growth mindset flourishes when struggle is normalized and celebrated
Common Misconceptions
- Misconception: 'Faster is always better' - Correction: Emphasise careful, controlled movements over speed
- Misconception: 'I can't do it' when struggling - Correction: Reframe as 'I can't do it YET' and provide support
- Misconception: 'Winning is most important' - Correction: Focus on effort, improvement, and cooperation
- Misconception: 'Tools are toys' - Correction: Teach respect for equipment and proper usage
- Misconception: 'I don't need to follow safety rules' - Correction: Explain how rules keep everyone safe and happy
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, frequent movement breaks, simple one-step instructions
dyspraxia
- Larger tools and objects, additional demonstration time, break down movements into smaller steps, verbal guidance
autism spectrum
- Provide visual schedule of activities, quiet retreat space available, predictable routines and clear expectations
visual impairment
- Use bright coloured equipment, provide verbal descriptions of spatial layout, assign sighted buddy for navigation
hearing impairment
- Use clear visual demonstrations, hand signals for stop/start, written instruction cards
physical disability
- Adapted tools with larger grips, modified activities for wheelchair users, adjust distances as needed
Cross-Curricular Links
Maths
Counting collected objects, measuring distances, spatial concepts like near/far, high/low
Science
Understanding forces like tension in elastic bands, cause and effect relationships
PSHE
Emotional regulation, cooperation, celebrating differences, resilience when tasks are challenging
Teacher Guidance
Positioning
Move between activity stations during rotations, central position during whole group activities
Observation Focus
Fine motor control development, spatial awareness, cooperation skills, emotional regulation
Intervention Points
Step in if children struggle with tool use, need conflict resolution, or show safety concerns
Demonstration Notes
Demonstrate: Exaggerate careful movements, show proper tool grip, model positive team communication
Verbal Cues
- •'Head up, watch where you're going!'
- •'Gentle touches only!'
- •'Work together as a team!'
- •'Take your time and be careful!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 15m x 20m with clear boundaries
Surface Check
Non-slip surface, clear of obstacles, adequate lighting for object manipulation
Equipment Safety
Safety Checks
- •Check tag belts for wear and secure fastening
- •Ensure elastic bands are not overstretched or damaged
- •Verify all small objects (marshmallows) are clean and appropriate size
- •Check plastic tools have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during running activities
- •Choking hazard with small objects
- •Eye injury from elastic bands
- •Trips and falls during carrying activities
Risk Mitigation
- •Clear boundary markers and movement rules
- •Constant supervision during small object activities
- •Demonstrate safe elastic band handling
- •Establish walking zones near activity stations
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three activity stations
- •Monitor tag game for appropriate contact
- •Watch for safe tool handling techniques
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact office if medical attention needed