Lesson 1 - Moving Safely in Space
Foundation Movement and Safety in PE
•Reception
•Intro to PE
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we move around safely without bumping into others or getting hurt?
Learning Objectives
- To move around safely in space without colliding with others or equipment
- To demonstrate control when starting, stopping and changing direction
- To understand what constitutes a safe space during movement activities
Key Outcomes
- Students will be able to find and move to empty spaces safely
- Students will stop with control and balance when required
- Students will change direction safely to avoid collisions
Equipment & Resources Required
Distributed around space perimeter and used as steering wheels
Alternative: Bean bags, hoops, or markers
Key Vocabulary
An area where you can move without touching equipment, walls or other people
The way you are moving - forwards, backwards, sideways
Being able to start, stop and change your movement when you want to
Staying steady on your feet without falling over
Stop moving 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 skills
- Understanding of personal space
- Ability to follow simple instructions
Current Skills
- Safe movement in shared space
- Stopping with control and balance
- Changing direction safely
- Spatial awareness development
Next Steps
- Moving safely whilst carrying equipment
- More complex directional changes
- Working cooperatively in shared spaces
Milestone Indicators
Key Teaching Points
- Safety is the absolute priority - controlled movement prevents injuries
- Spatial awareness develops through practice and constant reinforcement
- Progressive skill building from walking to running ensures success for all
- Reflection helps children understand the effects of exercise on their bodies
- Clear instructions and demonstrations are essential for Reception age children
- Positive reinforcement encourages continued safe movement practices
- Regular checking for understanding ensures all children can participate safely
Common Misconceptions
- Children may think they need to avoid all contact with others rather than controlled, safe interaction
- Some may believe faster movement is always better, rather than controlled movement being the goal
- Children might not understand that their heart beating faster during exercise is normal and healthy
- Some may think safety rules only apply during games, not during all movement activities
SEN Adaptations
ADHD
- Break activities into shorter segments, provide extra movement breaks, use clear boundaries and frequent positional reminders
dyspraxia
- Slow down instruction pace, break movements into smaller steps, provide additional practice time, offer physical support if needed
autism spectrum
- Provide clear visual schedule of activities, use consistent language and routine, offer quiet space if needed, prepare for lesson structure in advance
visual impairment
- Use verbal cues for spatial awareness, buddy system for navigation, tactile boundaries using rope or raised markers
hearing impairment
- Use clear visual signals for stop/start, demonstrate all movements visually, ensure child can see teacher's face for instructions
physical disability
- Adapt movements to seated or supported positions, modify cone holding for different grip abilities, adjust speed and distance requirements
Cross-Curricular Links
Maths
Spatial awareness and position vocabulary (forwards, backwards, sideways), counting during breathing exercises, understanding of empty and full spaces
Science
Understanding how exercise affects the body, heart rate awareness, healthy lifestyle concepts, cause and effect relationships
PSHE
Keeping safe, cooperation with others, following rules, being considerate of others' space and safety
Teacher Guidance
Positioning
Stand at edge of space with clear view of all children, move around perimeter during activities
Observation Focus
Watch for controlled stopping technique, spatial awareness, and safe interaction between children
Intervention Points
Step in if children moving too fast to stop safely, if spatial awareness is poor, or if tagging becomes too rough
Demonstration Notes
Always demonstrate movements clearly and emphasise key safety points. Use exaggerated movements so all children can see from distance. Connect movements to familiar concepts (like animals or vehicles) to aid understanding.
Verbal Cues
- •'Look for empty spaces!'
- •'Bend those knees to stop!'
- •'Change direction to avoid others!'
- •'Gentle touches only!'
- •'Head up to see where you're going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space, suitable for 30 Reception children moving simultaneously
Surface Check
Dry, non-slip surface free from obstacles, appropriate for running and stopping movements
Equipment Safety
Safety Checks
- •Check cones have no sharp edges or cracks
- •Ensure cones are lightweight and appropriate size for small hands
- •Verify adequate number of cones available
Risk Management
Key Risks
- •Collisions between children during movement
- •Falls during running or direction changes
- •Unsafe stopping technique leading to falls
- •Over-excitement leading to loss of control
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Progressive skill building from walking to running
- •Continuous emphasis on controlled movement and spatial awareness
- •Regular stopping and checking for understanding
- •Clear rules about gentle tagging only
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Move around space during activities to monitor closely
- •Pay particular attention during running and tag game phases
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or comfort, inform school first aider if needed