Lesson 4 - Path Following and Turn Taking
Foundation Movement and Safety in PE
•Reception
•Intro to PE
•Start Planning Better PE Lessons
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How can we travel safely along different paths while working as a team?
Learning Objectives
- To follow a path using different travelling movements
- To work cooperatively by taking turns with teammates
- To demonstrate control and coordination whilst moving
Key Outcomes
- Students will travel confidently along varied paths using different body parts
- Students will demonstrate turn-taking skills and team cooperation
- Students will show improved balance and coordination in movement
Equipment & Resources Required
Space 1 metre apart to create clear jumping path
Alternative: Flat markers, poly spots, or carpet squares
Mark start positions clearly for each team
Alternative: Any clear markers or bean bags
Place at end of paths for creative travel challenges
Alternative: Rope circles or chalk circles on ground
Lay straight initially, then create shapes for variety
Alternative: Any rope or tape lines on floor
Key Vocabulary
A route or track to follow from one place to another
Waiting for others to finish before starting your go
Moving from one place to another using different body parts
Staying steady and not falling over
Working well together as a team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can walk and run with basic control
- Understands concept of personal space
- Can follow simple instructions
Current Skills
- Travelling along predetermined paths
- Taking turns in group activities
- Balancing and jumping movements
Next Steps
- More complex pathway navigation
- Team relay activities
- Advanced balancing challenges
Milestone Indicators
Key Teaching Points
- Emphasise safety through controlled movements and spatial awareness
- Build cooperation through structured turn-taking and team encouragement
- Develop jumping technique with two-footed take-offs and controlled landings
- Progress from simple to complex path challenges maintaining engagement
- Use creative exploration to develop movement vocabulary and confidence
- Connect physical movements to directional language and body awareness
- Maintain inclusive environment where all children can succeed and contribute
Common Misconceptions
- Children thinking paths must only go forward - encourage multi-directional exploration
- Believing jumping means running between stations - emphasise controlled two-footed jumps
- Assuming competition means not helping others - reinforce cooperation within competitive elements
- Thinking balance requires rigid stillness - show that small adjustments help maintain balance
- Believing only feet are used for travelling - highlight role of arms, eyes, and whole body
SEN Adaptations
ADHD
- Shorter activity bursts, regular movement breaks, clear physical boundaries, frequent positive reinforcement
dyspraxia
- Larger stations for easier targeting, slower movement pace, extra practice time, simplified movement patterns
autism spectrum
- Visual schedule of activities, clear routine structure, quiet space available, predictable equipment layout
visual impairment
- Use brightly coloured equipment, verbal descriptions of paths, buddy system for guidance, tactile markers on stations
hearing impairment
- Clear visual demonstrations, hand signals for instructions, visual cues for turn-taking, written task cards
physical disability
- Modify jumping to stepping or rolling movements, shorter paths, seated participation options, adapted equipment
Cross-Curricular Links
Science
Forces in jumping movements, balance and gravity, understanding body mechanics
Geography
Directional vocabulary, following routes and paths, spatial awareness and mapping concepts
PSHE
Cooperation and teamwork, taking turns fairly, encouraging others and building confidence
Teacher Guidance
Positioning
Move between teams but maintain overview of all groups, position at corners for maximum visibility
Observation Focus
Watch for safe jumping landings, cooperative turn-taking, creative movement solutions
Intervention Points
Step in when children not waiting turns, provide support for balance challenges, encourage creative exploration
Demonstration Notes
Show clear jumping technique, model positive team encouragement, demonstrate various movement options
Verbal Cues
- •'Remember to land on both feet!'
- •'Wait for your teammate to return!'
- •'Arms out for balance!'
- •'What creative way can you travel through the hoop?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area, minimum 15m x 10m, clear of obstacles
Surface Check
Dry, non-slip surface, free from holes or uneven areas
Equipment Safety
Safety Checks
- •Base stations flat and secure, no sharp edges
- •Ropes laid flat without loops or tangles
- •Hoops stable and appropriate size for age group
- •Cones checked for cracks or damage
Risk Management
Key Risks
- •Slips and falls during jumping activities
- •Collisions between children on different paths
- •Trips over equipment or ropes
- •Loss of balance during rope walking
Risk Mitigation
- •Adequate spacing between team paths (minimum 2m)
- •Clear start/stop signals understood by all
- •Progressive skill building from simple to complex
- •Adult positioned for maximum visibility of all groups
Supervision & Emergency Procedures
Supervision Points
- •Position at corner for visibility of all five teams
- •Move between groups during activities to provide support
- •Watch particularly for turn-taking compliance
- •Monitor fatigue levels and adjust activities accordingly
Emergency Procedures
Stop activity immediately with whistle, assess any injuries, appropriate first aid response, contact office if needed