Lesson 2 - Partner Control Techniques
Foundation Object Control and Body Awareness
•Reception
•Manipulation & Coordination
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How can we use our whole body to control objects and help our partners succeed?
Learning Objectives
- To develop increasing control over objects through twisting and turning movements
- To demonstrate reaching and bending skills with partner cooperation
- To maintain concentration when working collaboratively with others
Key Outcomes
- Students will show improved control when manipulating objects
- Students will demonstrate twisting and turning movements with coordination
- Students will work effectively with partners through communication and support
Equipment & Resources Required
Laid flat in centre of activity area with clear space around
Alternative: Large bed sheet or tarpaulin
Placed on parachute surface for bouncing activities
Alternative: Soft play balls, bean bags
Placed on parachute for snake activity
Alternative: Long ribbon streamers, elastic bands
Mixed colours distributed around activity space
Alternative: Soft balls, juggling scarves
Placed in centre of space for target practice
Alternative: Coloured mats, chalk circles
Key Vocabulary
To turn your body or torso while keeping feet still
Being able to manage and direct an object exactly where you want it to go
Focusing your mind completely on what you're doing
Someone you work together with to complete an activity
Talking or using signals to help your partner understand what to do
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic object handling with one hand
- Simple passing between hands
- Following basic instructions
Current Skills
- Two-handed object control
- Body twisting and turning movements
- Partner cooperation and communication
Next Steps
- Multi-directional object manipulation
- Advanced partner passing sequences
- Team coordination activities
Milestone Indicators
Key Teaching Points
- Always emphasise two-handed object control throughout all activities
- Feet must stay still during twisting movements - all movement from torso
- Partner communication is essential for success in cooperative activities
- Safety first - controlled movements more important than speed
- Build confidence through progressive skill development
- Celebrate effort and improvement, not just achievement
- Use positive reinforcement to maintain engagement and motivation
Common Misconceptions
- Faster always means better - teach that control and accuracy are more important than speed
- Individual success matters most - emphasise that partner success leads to shared achievement
- Moving feet helps with twisting - demonstrate that stable base improves control and balance
- Throwing hard improves accuracy - show that gentle, controlled movements are more effective
- Some students 'can't do it' - reinforce that everyone can improve with practice and support
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear boundaries and expectations, positive reinforcement for sustained attention
dyspraxia
- Larger, easier-to-handle bean bags, additional practice time, simplified movement patterns, adult support for complex sequences
autism spectrum
- Clear structure with visual activity schedule, consistent routines, quiet space available if overwhelmed
visual impairment
- Use bright contrasting coloured equipment, provide verbal descriptions of all movements, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for instructions, ensure student can see teacher's face when speaking
physical disability
- Adapted bean bag sizes, seated versions of activities, modified twisting ranges appropriate to individual needs
Cross-Curricular Links
Maths
Counting passes in relay games, measuring distances for throwing accuracy, understanding directions and turns
Science
Forces needed for object control, balance and centre of gravity during twisting, cause and effect in parachute activities
PSHE
Cooperation and teamwork, patience with others, celebrating differences in ability, building confidence through challenge
Teacher Guidance
Positioning
Move constantly between pairs to provide individual feedback, position centrally for demonstrations and group instructions
Observation Focus
Watch for correct two-handed technique, safe twisting without moving feet, partner communication and cooperation
Intervention Points
Step in when students compromise safety for speed, when pairs struggle with cooperation, when technique deteriorates under pressure
Demonstration Notes
Use confident student pairs for demonstrations, exaggerate movements for visibility, break down complex movements into steps, always model safety first
Verbal Cues
- •'Two hands always!'
- •'Feet stay still, twist your middle!'
- •'Watch your partner, help them succeed!'
- •'Control before speed!'
- •'Concentrate and communicate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m, clear of obstacles, suitable for parachute activities
Surface Check
Dry, even surface with good grip, clear of debris
Equipment Safety
Safety Checks
- •Check parachute for tears or damaged handles
- •Ensure bean bags are soft and in good condition
- •Verify jump ropes have no knots or frayed areas
- •Confirm hoops are stable and crack-free
Risk Management
Key Risks
- •Collisions during parachute activities
- •Falls during twisting movements
- •Bean bag strikes during throwing activities
- •Unsafe bending during reaching activities
Risk Mitigation
- •Clear boundaries established around all activities
- •Adequate spacing between pairs and teams
- •Progressive skill building from simple to complex
- •Constant supervision during overhead passing
- •Safe bending technique demonstrated and enforced
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during parachute activities
- •Move between pairs during partner work for close monitoring
- •Stand centrally during team games for overall oversight
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact medical support if needed