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Lesson 3 - Agility and Direction Changes

Movement Skills Exploration

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Year 1

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Athletics

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45 min

Big Question

How can we move our bodies quickly and safely to change direction like an athlete?

Learning Objectives

To develop agility and coordination through direction changes
To understand the key body positions for quick direction changes
To demonstrate fair play and honesty during competitive activities

Key Outcomes

Students will perform quick direction changes with correct body positioning
Students will demonstrate improved agility through cone activities
Students will show good sportsmanship during team games

Equipment & Resources Required

Cones

Scattered around area for individual practice, then arranged in lines for activities

Alternative: Bean bags, markers, or chalk circles

Key Vocabulary

Agility

The ability to move quickly and change direction smoothly

Coordination

Moving different parts of your body together smoothly

Push off

Using your foot to push against the ground to change direction

Body position

How you hold your body to be ready to move

Skill Progression Pathway

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

Prior Learning

Basic running and jogging skills
Understanding of personal space
Simple jumping and hopping movements

Current Skills

Quick direction changes with correct body position
Agility movements around obstacles
Fair play and rule following

Next Steps

More complex agility patterns
Speed development with direction changes
Competitive athletics activities

Milestone Indicators

Consistent low body position when changing direction

Smooth transitions between movements

Automatic fair play behaviour

Key Teaching Points

Maintain chest up position throughout all direction changes
Bend the knee closest to the cone for effective push off
Use small steps when approaching change points for better control
Keep feet shoulder width apart for stability during direction changes
Emphasise fair play and honesty as essential athletic qualities
Progress from slow, controlled movements to faster agility challenges
Connect agility skills to real athletic performance

Common Misconceptions

Students thinking speed is more important than technique - emphasise control first
Believing direction changes should be sharp and jarring - teach smooth transitions
Assuming winning is more important than fair play - reinforce sportsmanship values
Thinking agility is only about running fast - explain coordination and control aspects
Believing rules are optional in physical activities - emphasise safety and fairness

SEN Adaptations

ADHD

Keep activities short and varied, provide clear boundaries, offer movement breaks between explanations

dyspraxia

Allow extra practice time, break down movements into smaller components, provide physical guidance if needed

autism spectrum

Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedule of activities

visual impairment

Use brightly coloured cones, provide verbal descriptions of space layout, assign sighted buddy for activities

hearing impairment

Use visual signals for start/stop, demonstrate all movements clearly, position for lip reading

physical disability

Modify movements for wheelchair users, adjust cone heights, provide alternative movement patterns

Cross-Curricular Links

Maths

Counting cones touched, timing activities, measuring distances between cones

Science

Forces in direction changes, friction and grip, body systems during exercise

Geography

Directions and spatial awareness, navigation around obstacles

PSHE

Fair play and honesty, working cooperatively with partners and teams

Teacher Guidance

Positioning

Move around perimeter for full class visibility, centre position for demonstrations

Observation Focus

Chest up position during direction changes; Knee bend closest to cone/change point; Safe spacing and movement around others; Fair play and rule following

Intervention Points

["Step in if students showing unsafe movement patterns", "Provide individual support for technique difficulties", "Address unfair play immediately", "Support students struggling with coordination"]

Demonstration Notes

Use slow motion for technique, normal speed for full movements, exaggerate key positions for visibility

Verbal Cues

•'Chest up like a proud athlete!'
•'Bend that outside knee!'
•'Push off quickly!'
•'Find a space!'
•'Soft landing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m, clear of obstacles and hazards

Surface Check

Dry, even surface free from loose objects or wet areas

Equipment Safety

Safety Checks

•Check cones are not cracked or damaged
•Ensure cones are placed securely
•Verify adequate spacing between cones for safe movement

Risk Management

Key Risks

•Collisions between students during free movement
•Slips and falls during direction changes
•Overexertion during high-intensity activities
•Contact during chasing activities

Risk Mitigation

•Clear boundaries established and maintained
•Adequate spacing emphasised throughout
•Progressive skill building from slow to faster movements
•Safe tagging techniques taught and reinforced
•Regular breathing and rest opportunities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor for fatigue affecting safe movement
•Watch for proper technique to prevent injury
•Ensure safe distances during partner activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or seek assistance