Lesson 1 - Agile Movement Challenges
Movement Exploration Skills
•Year 1
•Athletics
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How can we move quickly and cleverly around obstacles whilst supporting our teammates?
Learning Objectives
- To perform running challenges with agile movements in set times
- To support partners to improve their performance through encouragement
- To recognise and demonstrate agile movements using push-off techniques
Key Outcomes
- Students will successfully complete timed relay challenges using agile movements
- Students will demonstrate effective partner support and encouragement
- Students will show improved agile movement technique with correct push-off from both legs
Equipment & Resources Required
Set up relay courses with different coloured cones for each station
Alternative: Bean bags, marker spots, chalk lines
Position where all students can see clearly
Alternative: Mobile phone timer, digital clock
One per group of 4 students
Alternative: Flat marker spots, painted lines
For clear start and stop signals
Alternative: Voice commands, hand signals
Key Vocabulary
Moving quickly and easily, changing direction smoothly
Using your leg strongly to change direction quickly
The leg you use to push off when changing direction
The changeover between team members in a relay
To give someone support and confidence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running technique
- Understanding of direction changes
- Simple partner work experience
Current Skills
- Agile movement with push-off technique
- Timed challenge completion
- Partner support and encouragement
Next Steps
- Complex agility courses
- Competitive relay racing
- Advanced coaching skills
Milestone Indicators
Key Teaching Points
- Agile movement requires bending knees and using the correct push-off leg
- Planning your route in advance helps maintain speed through direction changes
- Supporting partners with encouragement improves everyone's performance
- Technique is more important than speed - control leads to better results
- Time pressure can improve performance when combined with good technique
Common Misconceptions
- Faster always means better - actually, controlled agile movement is more efficient
- Any leg can be used for push-off - the outside leg provides better leverage and control
- Encouragement doesn't help performance - positive support actually improves concentration and confidence
SEN Adaptations
ADHD
- Short activity bursts with clear boundaries, regular positive feedback, movement breaks between explanations
dyspraxia
- Simplified movement patterns initially, additional practice time, peer buddy support for technique
autism spectrum
- Clear visual route maps, predictable activity structure, quiet zones available for breaks
visual impairment
- Use bright coloured cones, clear verbal descriptions of routes, buddy system for guidance
hearing impairment
- Visual demonstrations of techniques, hand signals for timing, written instructions displayed
physical disability
- Adapted movements focusing on upper body agility, wheelchair-accessible routes, modified challenges
Cross-Curricular Links
Maths
Counting cones touched accurately, measuring times and distances, comparing performance data
Science
Understanding forces and motion in direction changes, exploring how the body works during exercise
Geography
Spatial awareness, understanding directions and routes, mapping movement patterns
PSHE
Supporting others, building confidence, dealing with challenge and competition positively
Teacher Guidance
Positioning
Move around the activity area to observe all students, position at corners for maximum visibility during circuits
Observation Focus
Watch for correct push-off technique, safe movement under time pressure, quality of partner interactions
Intervention Points
Step in if students struggling with technique, unsafe movement, or negative partner interactions
Demonstration Notes
Always demonstrate techniques slowly first, then at full speed. Use clear, exaggerated movements for agile technique. Model excellent partnership behaviour throughout.
Verbal Cues
- •'Bend and push-off!'
- •'Plan your route!'
- •'Encourage your partner!'
- •'Control before speed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for running and direction changes
Equipment Safety
Safety Checks
- •Cones positioned safely with adequate spacing
- •No sharp edges or damaged equipment
- •Mats placed securely and flat on ground
Risk Management
Key Risks
- •Collisions between students during relay and circuit activities
- •Slips and falls during direction changes, especially on smooth surfaces
- •Overexertion during timed challenges
Risk Mitigation
- •Clear boundaries established between working groups
- •Adequate spacing between relay stations and circuits
- •Progressive skill building from slow to fast movements
- •Regular check-ins on student fatigue levels
- •Emphasis on controlled movement before speed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor high-activity areas during timed challenges
- •Watch for students becoming overexerted or losing control
Emergency Procedures
Stop all activity immediately with whistle signal, assess any incidents appropriately, apply first aid as needed, complete accident forms if required