Lesson 6 - Obstacle Navigation and Teamwork
Building Together in Motion
•Reception
•Outdoor Adventurous Activities
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- Complete activity instructions & timing
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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
Place at designated action points throughout obstacle course
Alternative: Coloured bean bags, laminated coloured cards
Create safe rolling and crawling areas
Alternative: Carpeted area, soft play mats
Set at ankle height for Reception age group
Alternative: Pool noodles on cones, skipping ropes between chairs
Large enough for children to step inside comfortably
Alternative: Chalk circles on ground, rope circles
Lightweight for balancing on cones during hurdle section
Alternative: Bean bags, soft foam balls
Laminated cards showing colour and corresponding action
Alternative: Coloured cones only, verbal instructions
Key Vocabulary
Something that blocks your path that you need to get over, under, or around
To find your way through or around something
Working together with others to achieve a goal
To give someone confidence and support with positive words
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
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