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Lesson 3 - Stopping Safely with Equipment

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 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

Balls

1 per student (30 total)

Place in container at edge of teaching area for easy distribution

Alternative: Small teddy bears, bean-filled socks, small cushions

Visual Aids

1 set

Optional: Pictures to show different bean types for reference

Alternative: Picture cards of different beans

Key Vocabulary

Freeze

Stop moving completely and stay very still

Equipment down

Place equipment safely on the ground before stopping

Space

An area around you where you can move without touching others

Control

Being in charge of your body and equipment

Balance

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

Consistent safe stopping

Confident equipment handling

Understanding of safety principles

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