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Lesson 1 - Starting and Stopping at Speed

Athletic Foundations & Play

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Year 1

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Athletics

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45 min

Big Question

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

Balls

1 per student (30)

Place in piles around room perimeter before lesson starts

Alternative: Small soft balls, bean-filled toys, or fabric squares

Hoops

7 hoops

Set up in pairs at varying distances for differentiation

Alternative: Chalk circles, rope circles, or cone markers

Cones

12-16 cones

Create clear boundary lines and team areas

Alternative: Markers, chalk lines, or masking tape

Stopwatch

1-2 stopwatches

Ensure visible to teacher for timing activities

Alternative: Mobile phone timer or wall clock with second hand

Whistles

1 whistle

Clear sound signal for start/stop commands

Alternative: Hand signals, tambourine, or verbal commands

Key Vocabulary

Quick feet

Moving your feet rapidly and lightly to change direction or speed

Control

Being able to start, stop, and change direction exactly when you want to

Speed

How fast you can move from one place to another

Balance

Staying steady on your feet when moving or stopping

Spatial awareness

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

Maintains balance when stopping quickly

Shows coordination when carrying objects

Demonstrates improvement in personal times

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