Lesson 1 - Starting and Stopping at Speed
Athletic Foundations & Play
•Year 1
•Athletics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we move objects most efficiently while staying safe and in control?
Learning Objectives
- Discover different ways to start and stop moving at speed
- Identify which methods of moving objects are quickest and most efficient
- Experience healthy competition against personal bests
Key Outcomes
- Students will demonstrate controlled movement at varying speeds
- Students will select appropriate strategies for moving objects efficiently
- Students will show improvement in personal performance times
Equipment & Resources Required
Place in piles around room perimeter before lesson starts
Alternative: Small soft balls, bean-filled toys, or fabric squares
Set up in pairs at varying distances for differentiation
Alternative: Chalk circles, rope circles, or cone markers
Create clear boundary lines and team areas
Alternative: Markers, chalk lines, or masking tape
Ensure visible to teacher for timing activities
Alternative: Mobile phone timer or wall clock with second hand
Clear sound signal for start/stop commands
Alternative: Hand signals, tambourine, or verbal commands
Key Vocabulary
Moving your feet rapidly and lightly to change direction or speed
Being able to start, stop, and change direction exactly when you want to
How fast you can move from one place to another
Staying steady on your feet when moving or stopping
Knowing where you are in relation to others and objects around you
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and walking movements
- Following simple instructions and signals
- Understanding of personal space
Current Skills
- Controlled starting and stopping at speed
- Object manipulation whilst moving
- Spatial awareness during dynamic activities
Next Steps
- More complex throwing and catching movements
- Team-based object relay challenges
- Introduction to athletic running techniques
Milestone Indicators
Key Teaching Points
- Safety is paramount - establish controlled movement before increasing speed
- Focus on technique development rather than just speed or competition
- Encourage strategic thinking about efficiency rather than just effort
- Celebrate individual improvement and effort over comparison with others
- Use positive, specific feedback to reinforce good technique
- Connect movement experiences to broader learning about problem-solving
- Maintain inclusive environment where all students can experience success
Common Misconceptions
- Faster always means better - teach that controlled, efficient movement often produces better results
- Competition is only about winning - emphasise personal improvement and effort as measures of success
- Rules are optional when trying to win - consistently reinforce that safety and fairness are non-negotiable
- Only one method is correct - validate different approaches and individual preferences
- Physical activity is only about being physically strong - highlight thinking, strategy, and cooperation aspects
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, offer movement breaks between explanations, use clear, simple instructions with visual cues
dyspraxia
- Use larger, easier to handle objects, provide extra practice time for movement sequences, break down complex movements into smaller steps, offer physical guidance when needed
autism spectrum
- Provide clear, consistent routines and signals, offer quiet space if overwhelmed, use visual schedule showing activity sequence, allow extra processing time for instructions
visual impairment
- Use brightly coloured or textured beanbags, provide clear verbal descriptions of boundaries and distances, pair with sighted buddy for guidance, use tactile markers for boundaries
hearing impairment
- Use clear visual signals alongside whistle, ensure student can see teacher's face for lip-reading, provide written instructions on cards, use hand signals for start/stop
physical disability
- Modify distances according to mobility levels, allow wheelchair users to transport objects on lap, provide alternative objects if grip is limited, adjust rules to suit individual capabilities
Cross-Curricular Links
English
Following multi-step instructions, describing movement strategies, using vocabulary related to speed and movement, listening to and sharing ideas with others
Maths
Counting objects collected, measuring distances between hoops, timing personal bests and comparing improvement, understanding concepts of more/fewer
Science
Understanding forces needed to start and stop movement, effects of exercise on heart rate and breathing, properties of different objects and how they affect movement
PSHE
Working as part of a team, showing resilience when facing challenges, celebrating others' achievements, managing emotions during competition
Teacher Guidance
Positioning
Stand at corner or edge of activity area for visibility of all students, move strategically during activities to monitor technique and safety
Observation Focus
Watch for controlled starting and stopping technique, adherence to rules, positive interaction, signs of fatigue or frustration
Intervention Points
Step in immediately for safety concerns, provide technique reminders during natural breaks, offer encouragement for effort over outcome
Demonstration Notes
Always demonstrate at students' eye level, use exaggerated movements for clarity, highlight key technique points verbally while showing physically, invite students to demonstrate good examples
Verbal Cues
- •'Quick feet, light steps!'
- •'Slow down to speed up - control first!'
- •'Eyes up, looking ahead!'
- •'One object, placed not thrown!'
- •'Great effort, keep going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area for movement activities, additional space for equipment storage
Surface Check
Dry, non-slip surface free from obstacles, water spills, or loose equipment
Equipment Safety
Safety Checks
- •Check all beanbags are intact with no holes or loose filling
- •Ensure hoops are undamaged with no sharp edges or cracks
- •Verify cones are stable and visible with no broken parts
- •Confirm all equipment is age-appropriate size and weight
Risk Management
Key Risks
- •Collisions during running activities
- •Falls from moving too fast to stop safely
- •Tripping over scattered equipment
- •Overexertion during competitive activities
Risk Mitigation
- •Clear boundaries established and regularly reinforced
- •Adequate spacing maintained between students during activities
- •Progressive skill building from walking to controlled running
- •Regular reminders about controlled stopping technique
- •Equipment stored safely when not in active use
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor high-energy activities closely for technique breakdown
- •Watch for signs of fatigue affecting safety
- •Ensure quick access to any student needing assistance
Emergency Procedures
Stop activity immediately with whistle signal, assess situation, provide appropriate first aid or reassurance, contact office if medical attention needed