Lesson 3 - Stopping Safely with Equipment
Confidence & Social Skills
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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How can we use equipment safely and stop when we need to?
Learning Objectives
- To stop safely when using equipment
- To handle equipment effectively and responsibly
- To develop spatial awareness and control when moving
Key Outcomes
- Students will demonstrate safe stopping techniques when using equipment
- Students will show improved control and coordination with beanbags
- Students will understand the importance of listening to instructions for safety
Equipment & Resources Required
Place in container at edge of teaching area for easy distribution
Alternative: Small teddy bears, bean-filled socks, small cushions
Optional: Pictures to show different bean types for reference
Alternative: Picture cards of different beans
Key Vocabulary
Stop moving completely and stay very still
Place equipment safely on the ground before stopping
An area around you where you can move without touching others
Being in charge of your body and equipment
Keeping steady and not falling over
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic listening skills
- Following simple instructions
- Walking and running safely
Current Skills
- Stopping safely with equipment
- Basic object manipulation
- Spatial awareness with equipment
Next Steps
- More complex equipment handling
- Partner work with equipment
- Following multi-step movement patterns
Milestone Indicators
Key Teaching Points
- Equipment safety is non-negotiable - always equipment down before freeze
- Build confidence through progressive challenge from sitting to standing to moving
- Use positive reinforcement for safety behaviours to establish automatic responses
- Encourage persistence when children find skills challenging - celebrate effort over outcome
- Integrate learning across areas - counting, communication, spatial awareness
- Model calm, controlled movement to set expectations for children
- Use repetition and practice to embed safety rules as automatic behaviours
Common Misconceptions
- Children may think they can freeze while still holding equipment - reinforce equipment down first
- Some children may believe speed is more important than control - emphasise careful, controlled movement
- Children might think they need to catch everything perfectly - normalise mistakes as part of learning
- Some may think competition is the goal - focus on personal achievement and cooperation instead
- Children may not understand why safety rules exist - always explain the reasoning behind rules
SEN Adaptations
ADHD
- Keep instructions short and clear, provide frequent positive feedback, allow for movement breaks, use buddy system for focus support
dyspraxia
- Break down complex movements into smaller steps, provide additional demonstration time, use larger equipment, allow extra practice time
autism spectrum
- Provide clear structure and routine, use visual schedule for lesson sections, allow for sensory breaks, prepare child for any loud sounds or excitement
visual impairment
- Use brightly coloured beanbags, provide verbal descriptions of all movements, use sound cues for spatial awareness, buddy system for navigation
hearing impairment
- Use clear visual signals for freeze commands, demonstrate all instructions, use written or picture cards for bean types, ensure child can see teacher's face
physical disability
- Modify throwing to rolling or pushing movements, adapt bear crawl to sitting or supported positions, provide larger or textured beanbags for grip
Cross-Curricular Links
Maths
Counting catches in sequence, spatial awareness concepts, recognising and discussing shapes of movement patterns
Teacher Guidance
Positioning
Position centrally to see all children, move to edge for demonstrations, circulate during individual practice
Observation Focus
Watch for immediate response to freeze commands, safe equipment handling, spatial awareness, cooperation
Intervention Points
Step in if safety rules forgotten, support children struggling with skills, manage any conflicts over equipment
Demonstration Notes
Demonstrate all skills clearly and slowly, exaggerate key points like knee bending for stopping, show equipment placement carefully, model positive encouragement
Verbal Cues
- •'Equipment down FIRST, then freeze!'
- •'Small steps, bend your knees!'
- •'Wide fingers to grip!'
- •'Find your own space!'
- •'Listen with your ears and eyes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m indoor space, clear of obstacles and with non-slip surface
Surface Check
Dry, even surface free from hazards, suitable for lying down and bear crawl movements
Equipment Safety
Safety Checks
- •Check beanbags are intact with no tears or loose filling
- •Ensure beanbags are appropriate size for Reception children (10-15cm)
- •Verify adequate number of beanbags to avoid sharing conflicts
Risk Management
Key Risks
- •Slips during jogging activities
- •Collisions when moving in shared space
- •Equipment becoming trip hazards when placed on floor
- •Over-excitement leading to unsafe behaviour
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between children for all activities
- •Immediate stop signals practiced and reinforced
- •Equipment safety rules established from start
- •Progressive skill building from sitting to standing to moving
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Monitor spacing during movement activities
- •Watch for equipment placement safety
- •Observe for fatigue during balance activities
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid support, contact school office if needed