🎓

Lesson 1 - Moving Safely in Space

Foundation Movement and Safety in PE

•

Reception

•

Intro to PE

•

48 min

Big Question

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

Cones

Distributed around space perimeter and used as steering wheels

Alternative: Bean bags, hoops, or markers

Key Vocabulary

Safe space

An area where you can move without touching equipment, walls or other people

Direction

The way you are moving - forwards, backwards, sideways

Control

Being able to start, stop and change your movement when you want to

Balance

Staying steady on your feet without falling over

Freeze

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

Moves confidently without bumping into others

Demonstrates controlled stopping on command

Shows awareness of others when moving

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