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Lesson 4 - Path Following and Turn Taking

Foundation Movement and Safety in PE

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Reception

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Intro to PE

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40 min

Big Question

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

Base Stations

24 (6 per group)

Space 1 metre apart to create clear jumping path

Alternative: Flat markers, poly spots, or carpet squares

Cones

6 (1 per group plus spares)

Mark start positions clearly for each team

Alternative: Any clear markers or bean bags

Hoops

12 (2 per group)

Place at end of paths for creative travel challenges

Alternative: Rope circles or chalk circles on ground

Ropes

6 (1 per group)

Lay straight initially, then create shapes for variety

Alternative: Any rope or tape lines on floor

Key Vocabulary

Path

A route or track to follow from one place to another

Taking turns

Waiting for others to finish before starting your go

Travelling

Moving from one place to another using different body parts

Balance

Staying steady and not falling over

Cooperation

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

Confident movement without adult support

Spontaneous turn-taking behaviour

Creative movement solutions

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