Lesson 1 - Taking Turns in Games
Fair Play: Sharks & Fishes
•Reception
•Invasion Games
•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
Why is taking turns important when we play games together?
Learning Objectives
- To understand the importance of taking turns in games
- To develop spatial awareness while moving around others
- To experience simple attack and defence concepts through movement
Key Outcomes
- Students will take turns consistently during game activities
- Students will move safely around the space avoiding collisions
- Students will understand that games need rules to be fair and fun
Equipment & Resources Required
Use to identify sharks - bright colours work best
Alternative: Different coloured t-shirts, arm bands, or scarves
Mark safe playing area boundaries clearly
Alternative: Bean bags, hoops, or chalk lines
For movement activities and clear signals
Alternative: Whistle for start/stop signals
Key Vocabulary
Waiting patiently for your go, then letting someone else have their go
The empty area around you where you can move safely
The person trying to catch the fish in our game
The person trying to swim away from the shark
When the shark gently touches a fish with their hand
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
- Following simple instructions
Current Skills
- Taking turns in physical activities
- Moving with spatial awareness
- Basic attack and defence movement patterns
Next Steps
- More complex turn-taking games
- Introduction to team roles
- Simple tactical thinking
Milestone Indicators
Key Teaching Points
- Turn-taking is essential for fair and fun games
- Gentle tagging keeps everyone safe and happy
- Moving in spaces requires looking and thinking ahead
- Everyone deserves a turn and should be included
- Rules help games work well for everyone
- Cooperation makes games more enjoyable than competition
- Patience and waiting are important social skills
Common Misconceptions
- Thinking that being 'it' first is always better - explain everyone gets equal turns
- Believing faster means better - emphasise control and safety over speed
- Assuming games must have winners - focus on participation and fun
- Thinking rules are restrictions - explain rules help everyone enjoy the game
- Believing only some students can be leaders - show everyone can help with turn-taking
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, immediate positive feedback, movement breaks between explanations
dyspraxia
- Slower movement activities, additional practice time, break down complex movements, patient approach to spatial tasks
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet space available if overwhelmed, simplified rules
visual impairment
- Use bright coloured bibs for role identification, verbal descriptions of space layout, buddy system for movement support
hearing impairment
- Clear visual signals for start/stop, demonstrate all instructions, use hand signals for turn-taking cues
physical disability
- Modified movement activities (seated or supported versions), adjusted space requirements, alternative roles if needed
Cross-Curricular Links
Maths
Counting fish caught, sequencing turns (first, second, third), understanding simple time concepts
Communication and Language
Following instructions, explaining rules, expressing feelings about games
PSHE
Turn-taking, cooperation, fair play, managing emotions when waiting, including others
Understanding the World
Understanding rules in different contexts, community cooperation, cause and effect
Teacher Guidance
Positioning
Stand at edge of activity area where all groups are visible, move between groups to support turn-taking
Observation Focus
Watch for fair turn-taking, safe movement patterns, inclusion of all students, and understanding of rules
Intervention Points
Step in when students struggle with turn-taking, when safety rules are forgotten, or when exclusion occurs
Demonstration Notes
Use exaggerated movements and clear role-play to show turn-taking, gentle tagging, and fair play behaviours
Verbal Cues
- •'Remember to take turns!'
- •'Look for spaces!'
- •'Gentle tags only!'
- •'Well done for being fair!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, indoor hall or outdoor playground area
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Boundary markers positioned safely away from walls
- •Bibs and bands checked for wear and tear
- •No hard or sharp equipment in playing area
Risk Management
Key Risks
- •Collisions between students during chase activities
- •Tripping over boundary markers or equipment
- •Over-excitement leading to rough play or pushing
- •Students moving outside designated safe area
Risk Mitigation
- •Clear boundaries established and explained before activities
- •Emphasis on gentle tagging only - demonstrate appropriate force
- •Regular reminders about safe movement and spatial awareness
- •Adult positioned for optimal supervision of all groups
- •Immediate stop signals when unsafe behaviour observed
Supervision & Emergency Procedures
Supervision Points
- •Position to see all activity areas clearly
- •Move around groups to monitor turn-taking and fair play
- •Watch for students who may be struggling with rules or inclusion
- •Monitor energy levels and adjust activities if needed
Emergency Procedures
Stop all activity immediately, assess any injuries, provide appropriate first aid or summon help as required