🧭

Lesson 6 - Obstacle Navigation and Teamwork

Building Together in Motion

•

Reception

•

Outdoor Adventurous Activities

•

30 min

Big Question

How can we work together as a team to overcome challenges and support each other?

Learning Objectives

To compete as part of a team to participate in an obstacle relay
To recall and remember actions linked to colours
To navigate obstacles and remember actions from visual cues

Key Outcomes

Students will demonstrate teamwork skills by encouraging and supporting teammates
Students will successfully navigate an obstacle course following colour-coded instructions
Students will show improved confidence and problem-solving abilities

Equipment & Resources Required

Coloured Cones

20 (5 each of blue, red, yellow, green)

Place at designated action points throughout obstacle course

Alternative: Coloured bean bags, laminated coloured cards

Gymnastics Mats

4-6 mats

Create safe rolling and crawling areas

Alternative: Carpeted area, soft play mats

Hurdles

8-12 hurdles

Set at ankle height for Reception age group

Alternative: Pool noodles on cones, skipping ropes between chairs

Hoops

4-6 hoops

Large enough for children to step inside comfortably

Alternative: Chalk circles on ground, rope circles

Small Balls

4-6 balls

Lightweight for balancing on cones during hurdle section

Alternative: Bean bags, soft foam balls

Cards

4 sets of colour-action cards

Laminated cards showing colour and corresponding action

Alternative: Coloured cones only, verbal instructions

Key Vocabulary

Obstacle

Something that blocks your path that you need to get over, under, or around

Navigate

To find your way through or around something

Teamwork

Working together with others to achieve a goal

Encourage

To give someone confidence and support with positive words

Balance

Keeping steady and not falling over

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic movement patterns (jumping, rolling, crawling)
Following simple instructions
Understanding colours

Current Skills

Remembering colour-action associations
Working cooperatively in teams
Navigating obstacle courses safely

Next Steps

More complex obstacle courses with multiple actions
Independent team leadership roles
Creating own obstacle challenges

Milestone Indicators

Confident movement through obstacles without hesitation

Spontaneous encouragement of teammates

Quick recall of all colour-action combinations

Key Teaching Points

Emphasise the connection between colours and actions - consistent repetition builds memory
Model and encourage positive team language - 'Well done!', 'Keep going!', 'You can do it!'
Focus on safe navigation rather than speed through obstacles
Celebrate effort and improvement, not just successful completion
Use questioning to develop problem-solving skills - 'What could we try differently?'
Allow multiple attempts to build confidence and skill progression
Connect physical challenges to emotional learning about perseverance and support

Common Misconceptions

That obstacle courses are about speed - emphasise safety and technique over speed
That helping means doing the task for someone - teach supportive encouragement instead
That making mistakes means failure - frame challenges as learning opportunities
That only physical skills matter - highlight importance of teamwork and communication skills

SEN Adaptations

ADHD

Use clear boundaries for waiting areas, provide immediate positive feedback, allow movement breaks between explanations

dyspraxia

Break down movements into smaller steps, provide additional practice time, use larger, easier-to-handle equipment where possible

autism spectrum

Provide visual schedule of activities, allow practice time with obstacles before main activity, create quiet space for breaks if needed

visual impairment

Use high-contrast colours, provide verbal descriptions of obstacle course layout, pair with sighted buddy for navigation support

hearing impairment

Use clear visual cues and demonstrations, maintain eye contact when giving instructions, use gesture-based communication for colour codes

physical disability

Adapt movements to individual capabilities, provide alternative actions for challenging movements, ensure wheelchair accessibility through course

Cross-Curricular Links

Maths

Counting movements (5 star jumps), sequencing activities in order, recognising and naming colours, spatial awareness concepts

Science

Understanding how exercise affects our body, exploring forces when jumping and rolling, investigating balance and stability

PSHE

Working cooperatively in teams, showing empathy and support for others, building confidence and resilience through challenges

Teacher Guidance

Positioning

Move around obstacle course to provide support and observe all children, position at challenging stations when needed

Observation Focus

Watch for correct colour-action association, safe movement through obstacles, positive teamwork behaviours, emotional responses to challenges

Intervention Points

Step in if children struggle with colour recognition, provide physical support at challenging obstacles, mediate any team conflicts

Demonstration Notes

Always demonstrate movements clearly before expecting children to perform them, use positive body language, model encouraging behaviours consistently

Verbal Cues

•'Remember to look at the colour first!'
•'Use your encouraging words!'
•'Take your time, safety first!'
•'How can you help your teammate?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space for obstacle course setup and movement activities

Surface Check

Non-slip surface, free from water or debris, suitable for rolling and crawling activities

Equipment Safety

Safety Checks

•Check hurdles are stable and set at appropriate height (ankle level)
•Ensure mats are positioned securely and don't slip
•Verify cones are not cracked or have sharp edges
•Check hoops are appropriate size and undamaged

Risk Management

Key Risks

•Collisions during obstacle course navigation
•Falls during jumping or balancing activities
•Equipment mishandling or trips

Risk Mitigation

•Clear spacing between obstacle course stations
•One child per section at a time with appropriate waiting positions
•Proper demonstration of all equipment use before activity begins
•Adult supervision at challenging stations (hurdles, hoops)

Supervision & Emergency Procedures

Supervision Points

•Position to observe entire obstacle course
•Move between stations to provide support
•Monitor for fatigue and emotional responses to challenges

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact additional support if needed