Lesson 3 - Obstacle Navigation
Movement Exploration Skills
•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 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
Scattered around area for maze activity, some in lanes for obstacle course
Alternative: Marker spots, bean bags
Height appropriate for Year 1 (15-20cm high maximum)
Alternative: Cones with tennis balls balanced on top, small hoops on stands
Create 5-6 parallel lanes across the hall
Alternative: Chalk lines, masking tape
Different heights and shapes to create varied challenges
Alternative: Benches, mats folded over, small boxes
Key Vocabulary
The ability to keep going with physical activity for a long time without getting too tired
Objects that are in the way that we need to go over, around, or through
Getting past or over something safely and skilfully
How fast or slow we move - we can change our pace like gears in a car
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
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