Lesson 4 - Pathways and Travel Actions
Confidence & Social Skills
•Reception
•Intro to PE
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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
Placed around perimeter initially, then used to create path
Alternative: Hoops, bean bags, or markers
Positioned as part of the travelling path
Alternative: Balance beams, planks, or taped lines on floor
Set at lowest height for Reception students
Alternative: Cones, skittles, or pool noodles on cones
Laid straight on floor to create balance lines
Alternative: Ribbon, tape lines, or chalk lines
Positioned for crawling through safely
Alternative: Hoops held by students, chairs, or tables
Key Vocabulary
Different ways of moving from one place to another
A route or way to follow using equipment or markings
A safe space between you and other people
Staying steady and in control of your body
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
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