Lesson 5 - Sending and Receiving Objects
Obj Control & Movement Basics
•Reception
•Manipulation & Coordination
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How can we work together to send and receive objects accurately and safely?
Learning Objectives
- To explore and practice different ways of sending, receiving and carrying objects
- To work cooperatively with partners to transport equipment
- To make choices about the most effective methods for different objects
Key Outcomes
- Students will demonstrate various techniques for sending different objects
- Students will work effectively with partners to move equipment cooperatively
- Students will identify and explain which methods work best for different objects
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Small cushions, tennis balls in socks
Used as targets and for carrying activities
Alternative: Chalk circles, rope circles, cones as targets
For sending practice activities
Alternative: Frisbees, paper plates
Markers for teams and targets
Alternative: Skittles, bottles with sand
Key Vocabulary
Moving an object away from yourself to reach a target or partner
Catching or collecting an object that has been sent to you
Working together with your partner to achieve a goal
Sending objects exactly where you want them to go
The way you do something - your method or skill
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of carrying objects
- Simple throwing and rolling movements
- Following basic instructions
Current Skills
- Multiple sending techniques for different objects
- Cooperative movement with partners
- Accurate aiming and targeting
Next Steps
- More complex sending and receiving games
- Advanced cooperative challenges
- Introduction to simple invasion games
Milestone Indicators
Key Teaching Points
- Different objects require different sending techniques based on their properties
- Cooperation requires communication, patience, and shared responsibility
- Accuracy improves with practice and appropriate technique selection
- Safety is paramount when working with equipment and partners
- Problem-solving and experimentation lead to better results
- Reflection helps consolidate learning and identify improvements
- Positive attitude and encouragement enhance everyone's experience
Common Misconceptions
- Thinking all objects can be sent the same way - address by comparing different object properties
- Believing harder throwing always means better results - demonstrate control vs. force
- Assuming cooperation means one person leading - emphasise shared responsibility
- Thinking mistakes mean failure - reframe as learning opportunities
- Believing physical size determines success - show examples of technique overcoming strength
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular movement breaks, specific roles and responsibilities
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, step-by-step instructions
autism spectrum
- Clear visual schedule, defined personal spaces, predictable routines, quiet zones available if overwhelmed
visual impairment
- Use brightly coloured objects, audio cues for direction, tactile boundaries, buddy system for guidance
hearing impairment
- Visual demonstrations, clear gestures, written instruction cards, vibrating signals for attention
physical disability
- Adapted objects (larger, lighter), seated versions of activities, modified distances, alternative sending methods
Cross-Curricular Links
Maths
Counting successful attempts, measuring distances, recognising patterns in movement sequences
Science
Forces and motion when sending objects, properties of materials affecting movement
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, position centrally for demonstrations
Observation Focus
Watch for cooperation, technique variety, safety awareness, engagement levels
Intervention Points
Step in if students struggle with cooperation, support technique development, ensure safety protocols
Demonstration Notes
Use clear, exaggerated movements for visibility, involve students in demonstrations, show both correct and incorrect examples
Verbal Cues
- •'Work together!'
- •'Try a different way!'
- •'Watch your partner!'
- •'Gentle movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 20m x 15m, clear of obstacles
Surface Check
Non-slip surface, clear of debris, appropriate for floor work
Equipment Safety
Safety Checks
- •All balls properly inflated and in good condition
- •Beanbags securely sewn with no loose contents
- •Hoops checked for cracks or sharp edges
- •Objects appropriate weight for age group
Risk Management
Key Risks
- •Collisions during movement activities
- •Trips and falls during cooperative challenges
- •Objects flying into other groups
Risk Mitigation
- •Clear boundaries established between working areas
- •Adequate spacing between pairs/teams maintained
- •Soft objects used for all close-contact activities
- •Adult supervision for ball placement in cooperative activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups simultaneously
- •Move around space to provide close support during cooperative challenges
- •Monitor energy levels and excitement
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route identified