Lesson 1 - Quick Reactions and Agile Movement
Whole-Body Athletics Basics
•Year 1
•Athletics
•Start Planning Better PE Lessons
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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
Pre-sort by colour for quick distribution
Alternative: Bean bags, coloured markers, or laminated cards
Test audibility across space before lesson
Alternative: Voice commands, tambourine, or hand claps
Create clear 30m x 20m playing area
Alternative: Existing playground markings or rope boundaries
Key Vocabulary
Standing position with knees bent, weight on balls of feet, arms ready for balance
The ability to move quickly and change direction with control
How quickly you can respond to a signal or command
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
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