Lesson 3 - Agility and Direction Changes
Movement Skills Exploration
•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 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
Scattered around area for individual practice, then arranged in lines for activities
Alternative: Bean bags, markers, or chalk circles
Key Vocabulary
The ability to move quickly and change direction smoothly
Moving different parts of your body together smoothly
Using your foot to push against the ground to change direction
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
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