Lesson 2 - Starting and Stopping Actions
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 practising repetitive movements help us become stronger and use less energy in everyday tasks?
Learning Objectives
- Repeat repetitive actions for sustained periods of time
- Recognise when to start and stop activities using various signals
- Understand how repetitive movements relate to daily life tasks
Key Outcomes
- Students will demonstrate sustained repetitive movements for 1-2 minutes
- Students will respond accurately to different start/stop signals
- Students will explain how practising movements helps in everyday activities
Equipment & Resources Required
Distributed at each circuit station, extras available at equipment area
Alternative: Resistance bands, light weights, bean bags for arm exercises
Placed around hall perimeter to mark different areas and boundaries
Alternative: Coloured markers, spot markers
Worn by teacher, backup signal device available
Alternative: Bell, tambourine, drum
Positioned for clear audio throughout hall with volume controls accessible
Alternative: Phone with speaker, iPad
Clearly visible signs at each circuit station showing exercise instructions
Alternative: Numbers on paper, coloured cones
Key Vocabulary
Movements that are repeated over and over again to build strength and improve technique
Continuing an activity for a long period of time without stopping
A sound, action or visual cue that tells us when to start or stop
Movements that help us with everyday tasks like lifting, carrying or reaching
A series of exercise stations that we move around and complete in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following simple instructions
- Can perform simple movements like running and stopping
- Beginning to understand spatial awareness in PE hall
Current Skills
- Sustaining repetitive actions for extended periods
- Recognising and responding to multiple signals
- Understanding functional movement patterns
Next Steps
- Combining multiple movement patterns in sequence
- Self-regulating movement intensity and duration
- Teaching movement patterns to peers
Milestone Indicators
Key Teaching Points
- Emphasise that repetitive practice makes movements easier and builds strength for everyday tasks
- Connect all exercises to real-life applications like lifting, reaching, and carrying
- Model and reinforce immediate response to different types of signals throughout lesson
- Focus on sustained effort rather than speed or strength in circuit exercises
- Celebrate perseverance and improvement, not just natural ability or fitness levels
- Use cooperative learning through partner work and peer teaching opportunities
- Reinforce spatial awareness and safety during all movement activities
Common Misconceptions
- Thinking repetitive actions are boring rather than understanding their purpose for improvement
- Believing only fast movements make you stronger, rather than controlled, sustained practice
- Assuming PE movements don't connect to everyday life outside of sports
- Thinking you need to be naturally good at movements rather than understanding that practice improves ability
- Confusing different signal types or not understanding that response depends on current state (moving vs still)
SEN Adaptations
ADHD
- Break circuit time into shorter intervals with more frequent rotations, provide clear start/stop signals, offer leadership roles to maintain engagement, celebrate effort frequently
dyspraxia
- Use larger, lighter hoops for better grip and control, demonstrate exercises multiple times, provide partner support during complex movements, simplify coordination requirements where needed
autism spectrum
- Provide clear routine for circuit rotations, use visual schedules showing exercise sequence, offer quiet space if overwhelmed by group activities, maintain consistent signal patterns
visual impairment
- Use verbal descriptions of all movements, provide tactile guidance for hoop positioning, ensure consistent spatial arrangements and clear verbal cues for all signals
hearing impairment
- Use visual signals alongside audio cues, provide clear visual demonstrations of all exercises, use hand signals and gestures to supplement verbal instructions
physical disability
- Adapt exercises for seated participants, use lighter equipment or resistance bands, modify station activities to match individual capabilities while maintaining the repetitive action concept
Cross-Curricular Links
English
Following verbal instructions, explaining concepts of repetitive actions, using vocabulary related to movement and exercise
Maths
Counting repetitions during exercises, recognising numbers for group formation in Bear Game, timing intervals of 1-2 minutes per station
Science
Understanding how muscles get stronger through repeated use, learning about signals and responses, exploring how practice improves efficiency
PSHE
Working cooperatively with partners, showing perseverance when exercises become challenging, encouraging others and celebrating effort
Teacher Guidance
Positioning
Stand in corner position during running games for full hall visibility, move between circuit stations during exercises, position centrally for signal practice and demonstrations
Observation Focus
Watch for listening skills and response to signals, monitor technique and sustained effort during exercises, note cooperation and encouraging behaviour between students
Intervention Points
Step in if students show signs of overexertion, correct poor exercise technique immediately, support students struggling with partner work or group formation
Demonstration Notes
Demonstrate all exercises with perfect technique, use exaggerated movements for visibility, connect movements to everyday tasks students understand, model positive encouragement and cooperation
Verbal Cues
- •'Listen carefully for my signal!'
- •'Slow and controlled movements!'
- •'Keep that elbow close to your body!'
- •'Work together with your partner!'
- •'Think about how this helps in everyday life!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 20m, clear of obstacles with defined boundaries
Surface Check
Clean, dry, non-slip floor surface suitable for running, lying down, and exercise activities
Equipment Safety
Safety Checks
- •Check all hoops for cracks, sharp edges or damage before use
- •Ensure adequate hoops available - no sharing during individual exercises
- •Cones positioned away from main activity areas to avoid collisions
- •Music/whistle volume appropriate for space and student hearing
Risk Management
Key Risks
- •Collisions during running activities in Bear Game
- •Overexertion during sustained repetitive exercises
- •Injuries from poor technique in hoop exercises
- •Falls when students freeze and drop to floor quickly
Risk Mitigation
- •Clear boundaries established for all running areas
- •Teach controlled stopping and spatial awareness
- •Demonstrate proper exercise technique before circuits begin
- •Monitor students for signs of fatigue during repetitive exercises
- •Ensure adequate spacing between students and stations
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during Bear Game running
- •Move between circuit stations to monitor technique and effort
- •Pay special attention to partner work during rowing exercise
- •Watch for students who may overexert themselves
Emergency Procedures
Stop all activity immediately on safety concern, assess situation, provide appropriate first aid or support, ensure all students remain calm and safe