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Lesson 1 - Quick Reactions and Agile Movement

Whole-Body Athletics Basics

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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 when we need to react fast?

Learning Objectives

Develop quick reaction times to visual and auditory signals
Demonstrate agility, balance and coordination in movement patterns
Sustain physical activity over extended periods with good technique

Key Outcomes

Students will show improved reaction times in response to commands
Students will move with better agility and control in different directions
Students will maintain focus and quality movement throughout the lesson

Equipment & Resources Required

Coloured Cones

20 (5 each of red, blue, yellow, white)

Pre-sort by colour for quick distribution

Alternative: Bean bags, coloured markers, or laminated cards

Whistles

Test audibility across space before lesson

Alternative: Voice commands, tambourine, or hand claps

Sun Markers

8-10 cones

Create clear 30m x 20m playing area

Alternative: Existing playground markings or rope boundaries

Key Vocabulary

Ready position

Standing position with knees bent, weight on balls of feet, arms ready for balance

Agility

The ability to move quickly and change direction with control

Reaction time

How quickly you can respond to a signal or command

Sustained effort

Keeping going with good energy and technique over time

Skill Progression Pathway

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

Prior Learning

Basic running and stopping skills
Following simple instructions
Moving safely in shared space

Current Skills

Quick reaction to signals
Multi-directional movement
Sustained physical effort

Next Steps

Complex reaction patterns
Competitive sprinting techniques
Team coordination in athletics

Milestone Indicators

Consistent reaction time under 2 seconds

Maintains balance during direction changes

Shows minimal fatigue in 5-minute activities

Key Teaching Points

Ready position must have bent knees, weight forward on balls of feet, and arms ready for balance
Reaction activities should emphasise quick response rather than speed of movement
Sustained effort is about maintaining quality technique even when tired
Safety awareness must be constant, especially during partner activities and multi-directional movement
Encourage creative movement solutions while maintaining focus on efficiency and control
Use specific, measurable feedback rather than general praise
Build activities progressively from simple to complex throughout the lesson

Common Misconceptions

That faster is always better - emphasise control and efficiency over pure speed
That ready position means standing still - show it's an active, dynamic position
That agility is only about running fast - demonstrate it includes balance, coordination and control
That competitive activities are only about winning - focus on personal improvement and effort
That reaction time can't be improved - show how practice and proper technique make a difference

SEN Adaptations

ADHD

Shorter activity bursts with clear breaks, immediate positive feedback, movement breaks between explanations, clear role definitions in group activities

dyspraxia

Simplified movement patterns initially, extra practice time for ready position, larger equipment for easier handling, step-by-step movement breakdowns

autism spectrum

Clear visual schedule of activities, quiet space available if overwhelmed, consistent routine structure, advance warning of activity changes

visual impairment

Use bright coloured cones with bells attached, clear verbal descriptions of all visual cues, buddy system for navigation, tactile boundary markers

hearing impairment

Visual signals for all commands, written number cards for Numbers game, clear demonstration of all activities, sign language support if available

physical disability

Seated ready position option, modified distance for cone touching, wheelchair accessible cone heights, alternative movements for physical limitations

Cross-Curricular Links

Maths

Number recognition and mathematical categories during Numbers game, counting during star jumps, measuring distances and timing reactions

Science

Understanding of body systems during exercise, forces and motion in movement patterns, reaction time as scientific concept

Geography

Directional awareness with North/South/East/West cone positioning, spatial reasoning in movement navigation

PSHE

Teamwork and cooperation in relay races, resilience when facing challenges, self-assessment and honest reflection

Teacher Guidance

Positioning

Move around perimeter of activities for maximum visibility, position near higher-risk activities like partner tag

Observation Focus

Watch for quality of ready position, reaction speed improvement, sustained effort over time, safety awareness

Intervention Points

Step in if spacing becomes unsafe, provide individual support for technique, manage competitive elements positively

Demonstration Notes

Use exaggerated movements for clarity, involve children in demonstrations, repeat key techniques multiple times throughout lesson

Verbal Cues

•'Spring-loaded knees!'
•'Heads up, eyes forward!'
•'Soft, quiet landings!'
•'Quick touch and back to centre!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 25m outdoor space or large sports hall, clear of obstacles and hazards

Surface Check

Even, dry surface free from loose objects, adequate grip for quick direction changes

Equipment Safety

Safety Checks

•Cones stable and visible, no sharp edges or cracks
•Boundary markers clearly visible and secure
•Regular equipment checks throughout lesson

Risk Management

Key Risks

•Collisions during reaction activities
•Slips and falls during quick direction changes
•Overexertion during sustained activities
•Cone contact causing trips or falls

Risk Mitigation

•Clear spacing between activity groups
•Teach proper stopping technique from beginning
•Progressive intensity building throughout lesson
•Stable cone placement and regular position checks

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all activity areas
•Monitor spacing during partner tag especially
•Watch for signs of fatigue affecting safety
•Quick access to any child needing support

Emergency Procedures

Stop all activity immediately on signal, clear assessment of any incident, appropriate first aid response, incident recording as required