Lesson 1 - Object Manipulation Skills
Foundation Object Control and Body Awareness
•Reception
•Manipulation & Coordination
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How can we safely control objects while moving around others?
Learning Objectives
- To develop spatial awareness and find appropriate spaces for safe movement
- To demonstrate increasing control when manipulating objects around different parts of the body
- To participate in team games while taking turns and following rules
Key Outcomes
- Students will be able to find and use safe spaces independently
- Students will show improved control when passing objects around their body
- Students will demonstrate turn-taking and teamwork skills in game situations
Equipment & Resources Required
Have ready in baskets at side of area
Alternative: Small balls, scarves, or soft toys
Spread evenly around activity area initially
Alternative: Hoops or chalk circles
Place in centre of area for collection games
Alternative: Large circle drawn with chalk
Mark corners and boundaries of activity area
Alternative: Other boundary markers
Key Vocabulary
An area away from others where you can move safely
To move or control an object skilfully with your hands
A pattern that looks like the number 8, made by moving an object in loops
Waiting for your go and respecting others' turns
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Ability to follow simple instructions
- Experience with basic object handling
Current Skills
- Spatial awareness in dynamic environments
- Object manipulation around body parts
- Turn-taking and team participation
Next Steps
- More complex object manipulation patterns
- Coordinated movement with object control
- Strategic thinking in team games
Milestone Indicators
Key Teaching Points
- Spatial awareness is fundamental to all PE activities and safety
- Object manipulation develops fine motor skills essential for many curriculum areas
- Turn-taking and teamwork skills transfer to all group activities
- Self-assessment builds metacognitive awareness from early age
- Positive reinforcement encourages continued participation and effort
- Progressive skill building ensures all students can achieve success
- Safety awareness must be embedded in all movement activities
Common Misconceptions
- Children thinking any space is acceptable - emphasise away from others, boundaries, and equipment
- Believing faster manipulation is better - focus on control and smoothness over speed
- Assuming only 'winning' teams succeeded - celebrate effort, improvement, and teamwork
- Thinking mistakes are failures - frame as learning opportunities and practice needs
- Expecting immediate mastery - emphasise that learning takes time and practice
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear and immediate feedback
dyspraxia
- Allow extra practice time, break down movements into smaller steps, use larger equipment for easier manipulation
autism spectrum
- Provide clear routines and expectations, offer quiet space if overwhelmed, use visual schedule for lesson structure
visual impairment
- Use brightly coloured bean bags, provide verbal descriptions of movements, pair with sighted buddy for guidance
hearing impairment
- Use visual signals and demonstrations, ensure student can see teacher clearly, use simple hand gestures for commands
physical disability
- Modify manipulation to seated position if needed, use larger or different textured objects, adapt throwing distances
Cross-Curricular Links
Maths
Counting eggs in team games, understanding numbers, spatial concepts of position and direction
Science
Understanding forces when pushing and sliding objects, exploring movement and friction
Geography
Directional language, spatial awareness, understanding of position relative to others
PSHE
Turn-taking, teamwork, self-assessment, celebrating achievements and effort
Teacher Guidance
Positioning
Move around perimeter of activity area for clear sight lines to all students
Observation Focus
Watch for spatial awareness, object control progression, and positive team interactions
Intervention Points
Step in if students struggle with space concepts, need help with manipulation patterns, or require support with turn-taking
Demonstration Notes
Use clear, exaggerated movements for all skills; show both correct and incorrect examples; involve confident students in demonstrations
Verbal Cues
- •'Find your space!'
- •'Soft touches with fingertips!'
- •'Keep walking while you pass!'
- •'Listen for my signal!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area, minimum 15m x 20m
Surface Check
Non-slip surface, free from water, obstacles, or hazards
Equipment Safety
Safety Checks
- •Bean bags checked for tears or loose filling
- •Spots/markers stable and non-slip
- •Hoops in good condition without cracks
- •All equipment appropriate size for Reception age
Risk Management
Key Risks
- •Collisions during movement activities
- •Slips and falls during dynamic movements
- •Objects hitting students during manipulation
- •Overexertion during active games
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between students during all activities
- •Progressive skill building from simple to complex
- •Regular checks on energy levels and participation
- •Clear instructions for safe object manipulation
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around space to monitor different groups
- •Extra attention during team games for fair play
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if incident occurs, assess student, provide appropriate first aid, contact office if needed