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Lesson 4 - Pathways and Travel Actions

Confidence & Social Skills

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Reception

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Intro to PE

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40 min

Big Question

How can we move safely along different paths using various travelling actions?

Learning Objectives

To use different travelling actions whilst following a path
To demonstrate good control and coordination in movements
To move confidently in a range of ways including forwards, backwards, and sideways

Key Outcomes

Students will successfully navigate a path using at least 3 different travelling actions
Students will maintain safe spacing and control during movement activities
Students will hold balanced shapes on command and demonstrate spatial awareness

Equipment & Resources Required

Base Stations

Placed around perimeter initially, then used to create path

Alternative: Hoops, bean bags, or markers

Benches

Positioned as part of the travelling path

Alternative: Balance beams, planks, or taped lines on floor

Hurdles

Set at lowest height for Reception students

Alternative: Cones, skittles, or pool noodles on cones

Ropes

Laid straight on floor to create balance lines

Alternative: Ribbon, tape lines, or chalk lines

Tunnels

Positioned for crawling through safely

Alternative: Hoops held by students, chairs, or tables

Key Vocabulary

Travelling actions

Different ways of moving from one place to another

Path

A route or way to follow using equipment or markings

Gap

A safe space between you and other people

Balance

Staying steady and in control of your body

Freeze

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 movements
Understanding of personal space
Simple stopping and starting actions

Current Skills

Different travelling actions (hopping, jumping, side-stepping)
Following paths and maintaining spacing
Moving in different directions safely
Holding balanced shapes

Next Steps

Combining travelling actions into sequences
Using apparatus to support movement
Creating own movement pathways

Milestone Indicators

Maintains balance whilst moving on equipment

Changes direction without losing control

Demonstrates clear differentiation between travelling actions

Key Teaching Points

Always maintain safe spacing (arm's length) between students during all movement activities
Emphasise looking in the direction of travel for safety and spatial awareness
Use clear, consistent vocabulary for travelling actions and directions throughout
Provide immediate feedback on technique, particularly for balancing activities
Connect movements to real-life contexts (animals, vehicles, everyday actions)
Encourage exploration and choice-making within safe parameters
Build confidence through progressive challenges and positive reinforcement

Common Misconceptions

That travelling actions are just about speed - emphasise control and technique over speed
That balancing means holding completely still - explain that small adjustments help maintain balance
That backwards movement is the same as forwards but reversed - teach the importance of looking behind
That all students must use the same travelling action - encourage individual choice and exploration
That equipment is only for specific movements - show how apparatus can be used in different ways safely

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, clear visual boundaries, immediate positive feedback

dyspraxia

Simplify movement patterns, allow extra time to process instructions, use equipment for support, break down complex actions

autism spectrum

Provide visual schedule of activities, clear routines for equipment use, quiet space available if needed, consistent verbal cues

visual impairment

Use bright coloured equipment, provide verbal descriptions of path layout, buddy system for guidance, tactile markers on equipment

hearing impairment

Use visual signals for stop/start, demonstrate all actions clearly, position student where they can see teacher clearly

physical disability

Adapt travelling actions to seated or supported versions, use modified equipment heights, provide additional adult support

Cross-Curricular Links

English

Vocabulary development (travelling actions, directions), listening skills, describing experiences

Maths

Spatial awareness, directions (forwards, backwards, sideways), patterns in movement sequences, counting during activities

Science

Forces and motion, balance and gravity, how our bodies move, cause and effect in movement

Geography

Direction vocabulary, creating and following routes, mapping movement paths around equipment

PSHE

Following rules and instructions, cooperation and teamwork, keeping ourselves and others safe

Teacher Guidance

Positioning

Stand where you can see all students, moving around the space to supervise different activities, particularly near apparatus

Observation Focus

Watch for safe spacing, controlled movements, and appropriate use of equipment

Intervention Points

Step in when spacing becomes unsafe, when students struggling with balance, or when equipment being misused

Demonstration Notes

Always demonstrate from where all students can see, exaggerate key teaching points, use clear verbal descriptions alongside actions

Verbal Cues

•'Arms length gap!'
•'Look where you're going!'
•'Slow and controlled!'
•'Balance like a tightrope walker!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 10m, clear of obstacles with storage for equipment around perimeter

Surface Check

Non-slip hall floor, dry and clean, suitable for bare feet or indoor shoes

Equipment Safety

Safety Checks

•Check benches are stable and not wobbly
•Ensure mini hurdles are set at lowest height
•Verify ropes are laid flat with no trip hazards
•Confirm tunnel entrance/exit is clear

Risk Management

Key Risks

•Collisions when following in lines
•Falls from balancing equipment
•Trips over equipment or ropes
•Loss of control during travelling actions

Risk Mitigation

•Constant emphasis on maintaining safe spacing
•Adult supervision focused on apparatus areas
•Progressive introduction of challenges
•Clear boundaries and movement rules established

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus
•Move around space to monitor different activities
•Focus on balance activities requiring closer supervision

Emergency Procedures

Immediate stop command if unsafe situation develops, first aid available for any falls or collisions