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Lesson 3 - Obstacle Navigation

Movement Exploration Skills

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Year 1

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Athletics

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1h 9min

Big Question

How can we overcome obstacles whilst maintaining good running form and building our stamina?

Learning Objectives

Develop stamina through a range of running activities
Negotiate obstacles whilst maintaining running position
Recognise changes in their bodies during exercise

Key Outcomes

Students will demonstrate improved running stamina through sustained jogging
Students will successfully navigate obstacles using appropriate techniques
Students will identify and describe physical changes during exercise

Equipment & Resources Required

Various sized cones

20-30

Scattered around area for maze activity, some in lanes for obstacle course

Alternative: Marker spots, bean bags

Hurdles

6-8

Height appropriate for Year 1 (15-20cm high maximum)

Alternative: Cones with tennis balls balanced on top, small hoops on stands

Markers

20-25

Create 5-6 parallel lanes across the hall

Alternative: Chalk lines, masking tape

PE Equipment

15-20 pieces

Different heights and shapes to create varied challenges

Alternative: Benches, mats folded over, small boxes

Key Vocabulary

Stamina

The ability to keep going with physical activity for a long time without getting too tired

Obstacles

Objects that are in the way that we need to go over, around, or through

Negotiating

Getting past or over something safely and skilfully

Pace

How fast or slow we move - we can change our pace like gears in a car

Running form

The correct way to hold our body when running - arms, legs, and head position

Skill Progression Pathway

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

Prior Learning

Basic walking and jogging skills
Understanding of personal space
Experience with simple jumping movements

Current Skills

Sustained jogging for longer periods
Obstacle negotiation techniques
Body awareness during exercise

Next Steps

Running at varied speeds with control
Complex obstacle courses
Understanding of fitness components

Milestone Indicators

Can jog continuously for 2-3 minutes

Clears obstacles without slowing significantly

Accurately describes body changes during exercise

Key Teaching Points

Obstacle negotiation requires looking ahead, timing approach, and jumping higher than needed
Running arms help balance and speed - opposite arm to leg, bent at elbows, hips to lips motion
Stamina develops gradually through sustained effort - pace yourself for longer distances
Body changes during exercise (fast heartbeat, red cheeks, heavy breathing) are normal and healthy
Team support and encouragement make challenging activities more achievable
Good running form should be maintained even when tired or navigating obstacles
Safety first - stay in lanes, high-five handovers, controlled approaches to obstacles

Common Misconceptions

Red cheeks and heavy breathing mean something is wrong - correct: these are healthy signs of exercise
Faster is always better - correct: controlled movement and good technique are more important
You should avoid obstacles - correct: obstacles help develop agility and decision-making skills
Running arms should be straight - correct: bent arms at 90 degrees are more efficient
Everyone should run at the same pace - correct: individual pacing leads to better stamina development

SEN Adaptations

ADHD

Frequent activity changes to maintain attention, clear lane boundaries for focus, opportunities for movement throughout, immediate feedback and praise

dyspraxia

Extra practice time for coordination skills, simplified obstacle layouts, larger equipment for easier negotiation, focus on personal improvement rather than comparison

autism spectrum

Clear visual schedule of activities, consistent routines for team changeovers, quiet space available if needed, predictable structure throughout lesson

visual impairment

Use brightly coloured cones and equipment, provide verbal descriptions of obstacle layout, buddy system for maze navigation, tactile boundaries for lanes

hearing impairment

Use visual signals for gear changes, clear visual demonstrations of all techniques, written instruction cards available, visual cues for team changeovers

physical disability

Adapted obstacles at appropriate heights, wheelchair accessible routes through maze, seated running arm practice, modified distances for stamina challenges

Cross-Curricular Links

Maths

Counting lengths in running challenges, measuring obstacle heights, timing activities, understanding concepts of more/less in stamina development

Science

Heart rate changes during exercise, breathing rate increases, understanding body systems working harder, cause and effect relationships

Geography

Directional movement around obstacles, spatial awareness, understanding of routes and pathways through maze

PSHE

Perseverance and resilience during challenging activities, teamwork and cooperation, supporting others, recognising personal achievements

Teacher Guidance

Positioning

Position at corner of activity area for maximum visibility of all students, move around during individual practice to provide feedback

Observation Focus

Watch for: obstacle approach technique, running form maintenance, signs of fatigue, team cooperation behaviours

Intervention Points

["Step in if students showing signs of over-exertion", "Correct unsafe obstacle techniques immediately", "Redirect students who stray from lanes during team activities", "Support students struggling with coordination"]

Demonstration Notes

Always demonstrate new skills clearly with exaggerated movements, use students as positive examples when safe to do so, break down complex skills into simple steps

Verbal Cues

•'Look at the obstacle!'
•'Hips to lips with those arms!'
•'Stay in your lane!'
•'Pace yourself for the distance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall minimum 15m x 20m, clear of obstacles, suitable for running

Surface Check

Non-slip surface, dry and even throughout, no trip hazards

Equipment Safety

Safety Checks

•All cones stable and appropriate height for Year 1 (maximum 20cm)
•Hurdles or obstacles checked for stability
•No equipment with sharp edges or rolling potential
•Lane markers clearly visible and secure

Risk Management

Key Risks

•Collisions during running activities
•Falls when negotiating obstacles
•Over-exertion during stamina activities
•Equipment displacement during activities

Risk Mitigation

•Clear lane boundaries to prevent collisions
•Progressive build-up of obstacle difficulty
•Regular checking of student exertion levels
•Stable equipment setup with safety margins
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position to observe all running lanes simultaneously
•Monitor fatigue levels during stamina activities
•Watch obstacle approach techniques closely
•Be prepared to adjust activity intensity

Emergency Procedures

Stop all activity immediately if injury occurs, assess and provide appropriate first aid, have clear access routes to injured student