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Lesson 2 - Stopping Safely and Space Awareness

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 around safely and stop quickly when playing games?

Learning Objectives

To develop the ability to stop safely in a controlled manner
To negotiate space safely whilst moving at different speeds
To demonstrate good control and coordination in movements

Key Outcomes

Students will be able to stop quickly and safely on command
Students will move confidently around others without collisions
Students will understand what makes a safe space for movement

Equipment & Resources Required

Cones

Scattered around area with 2-3m spacing for jumping activities

Alternative: Bean bags, hoops, or carpet squares

Key Vocabulary

Safe space

An area where you can move without bumping into others or obstacles

Freeze

Stop immediately and stay completely still like a statue

Balanced position

Standing steady with feet apart and knees slightly bent

Negotiate

To move around or past something safely

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 concept
Ability to follow simple instructions

Current Skills

Controlled stopping from movement
Spatial awareness whilst moving
Safe negotiation around obstacles and people

Next Steps

Stopping at specific points and positions
More complex directional changes
Introduction to simple ball skills with movement

Milestone Indicators

Stops within 2 steps of hearing 'freeze'

Maintains balance when stopping from running

Navigates around 20+ people without contact

Key Teaching Points

Always use 'and freeze' command to give preparation time
Emphasise balanced stopping position with bent knees
Constantly reinforce safe space awareness through arm checks
Use freeze response as ongoing assessment opportunity
Model perfect technique through demonstration
Connect all activities back to stopping safely concept
Maintain enthusiasm while prioritising safety throughout

Common Misconceptions

Children thinking 'freeze' means slow down rather than stop immediately
Believing safe space is just about avoiding people, not obstacles too
Assuming they can stop instantly from any speed without technique
Not understanding that balance requires wide feet and bent knees
Thinking games are just for fun, not learning opportunities

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear physical boundaries, offer additional movement breaks as needed

dyspraxia

Break down movements into smaller steps, provide extra practice time, use larger equipment for easier success

autism spectrum

Provide clear routine and structure, use visual schedule for activities, offer quiet space if overwhelmed

visual impairment

Use verbal cues for all movements, buddy system for spatial awareness, physical guidance for cone placement

hearing impairment

Use visual signals alongside verbal commands, demonstrate all movements clearly, tap shoulder for attention

physical disability

Modify movements to seated or supported versions, use rolling instead of jumping, ensure wheelchair accessible space

Cross-Curricular Links

Maths

Counting steps in Mr Wolf game, number recognition with times called out, understanding of more/less with step numbers

Science

Understanding forces when stopping and starting, balance and stability concepts, cause and effect in movement

PSHE

Following rules for safety, cooperation in games, managing excitement and emotions, respect for others' space

Teacher Guidance

Positioning

Move around perimeter to maintain visual contact with all children, stay near wolf during game

Observation Focus

Watch for safe stopping technique, spatial awareness, and response to commands

Intervention Points

Step in if children not maintaining safe space, poor stopping technique, or not following freeze commands

Demonstration Notes

Use exaggerated movements to show contrast between good and poor technique, model perfect freeze response, show balanced stopping position

Verbal Cues

•'Remember to look up and find safe spaces!'
•'Brilliant freezing - like statues!'
•'Bend those knees when you land!'
•'Listen for the 'and' before freeze!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m, clear of obstacles and hazards

Surface Check

Non-slip surface, dry and even, suitable for running and jumping

Equipment Safety

Safety Checks

•Cones checked for damage and sharp edges
•Equipment distributed safely to avoid congestion
•Clear storage area for collection

Risk Management

Key Risks

•Collisions during movement activities
•Falls when jumping over cones
•Loss of control during stopping

Risk Mitigation

•Clear boundaries and adequate spacing established
•Progressive skill building from walking to running
•Constant reinforcement of safety rules
•Teacher positioned for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during movement
•Stay close to wolf during game for guidance
•Monitor jumping activities for technique

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support as needed