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Lesson 2 - Starting and Stopping Actions

Movement Exploration Skills

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Year 1

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Athletics

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Big Question

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

Hoops

1 per student (30)

Distributed at each circuit station, extras available at equipment area

Alternative: Resistance bands, light weights, bean bags for arm exercises

Cones

10 (5 red, 5 green)

Placed around hall perimeter to mark different areas and boundaries

Alternative: Coloured markers, spot markers

Whistles

Worn by teacher, backup signal device available

Alternative: Bell, tambourine, drum

Music Player

Positioned for clear audio throughout hall with volume controls accessible

Alternative: Phone with speaker, iPad

Sun Markers

4-5

Clearly visible signs at each circuit station showing exercise instructions

Alternative: Numbers on paper, coloured cones

Key Vocabulary

Repetitive actions

Movements that are repeated over and over again to build strength and improve technique

Sustained

Continuing an activity for a long period of time without stopping

Signal

A sound, action or visual cue that tells us when to start or stop

Functional movement

Movements that help us with everyday tasks like lifting, carrying or reaching

Circuit

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

Maintains continuous movement for 1+ minutes

Responds to signals within 2 seconds consistently

Can explain the purpose of repetitive practice

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