Lesson 8 - Applying Movement Skills
Confident Movers Mastery
•Year 1
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can we combine our movement skills to overcome physical challenges?
Learning Objectives
- To apply a range of fundamental movement skills in different challenge situations
- To demonstrate control and coordination when performing basic movements
- To work cooperatively with others whilst encouraging and supporting teammates
Key Outcomes
- Students will successfully apply running, jumping, balancing and coordination skills across multiple activity stations
- Students will show improved control in their fundamental movements compared to earlier lessons
- Students will demonstrate positive teamwork and encouragement skills throughout the carousel activities
Equipment & Resources Required
Distributed across all 5 stations - various distances and formations
Alternative: Markers, bean bags, hoops
4 hurdles in line for each hurdle station, adjustable height for differentiation
Alternative: Low cones, rope on ground, chalk lines
Individual ropes suitable for Year 1 height, check for tangles
Alternative: Hoops for jumping through, imaginary ropes
1 ball per balance station, bean bags for differentiation
Alternative: Bean bags, soft play balls, foam balls
Lightweight rackets appropriate for small hands
Alternative: Large spoons, paddles, plastic bats
For differentiation - easier to balance than tennis balls
Alternative: Soft toys, foam shapes
For timing stations and transition management
Alternative: Phone timer, counting aloud
Key Vocabulary
Basic movement skills like running, jumping, hopping and balancing that form the foundation for all physical activities
Being able to manage your body movements with purpose and accuracy
To use your skills in a new or different situation
The ability to move quickly and change direction efficiently
Using different parts of your body together smoothly
Giving positive support to help others try their best
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping techniques
- Simple jumping and landing with bent knees
- Basic balance positions and holds
- Understanding of personal space and movement
Current Skills
- Applying multiple movement skills in sequence
- Demonstrating control under time pressure
- Coordinating movements with equipment
- Working cooperatively in small groups
Next Steps
- Combining movements in more complex sequences
- Introduction to sport-specific skills
- Team-based movement challenges
- Creating own movement patterns
Milestone Indicators
Key Teaching Points
- Fundamental movements transfer across all physical activities - emphasise quality over speed
- Encouragement and teamwork are as important as physical skills in PE
- Control and coordination improve with practice - celebrate small improvements
- Different activities challenge different aspects of movement - variety builds overall competence
- Safety awareness must be maintained even when students are excited and engaged
- Taking turns fairly helps everyone improve and builds social skills
- Applying skills in new contexts deepens understanding and retention
Common Misconceptions
- Faster is always better - emphasise control and technique over speed
- Only athletic students can succeed - celebrate effort and improvement for all
- Skills learned in one activity don't help in others - make explicit connections
- Competition is more important than cooperation - balance challenge with support
- Mistakes mean failure - frame errors as learning opportunities
- Some students are naturally good at everything - acknowledge different strengths and challenges
SEN Adaptations
ADHD
- Break instructions into smaller chunks, provide extra movement breaks, use visual cues for attention, assign specific roles to maintain focus
dyspraxia
- Allow extra practice time, use larger/lighter equipment, provide additional demonstrations, break down movements into smaller steps
autism spectrum
- Provide visual schedule of rotations, allow preview of stations before lesson, create quiet zone if overwhelmed, use clear routine signals
visual impairment
- Use brightly coloured equipment, provide verbal descriptions of all activities, assign sighted buddy for guidance, use tactile markers for boundaries
hearing impairment
- Use visual demonstrations, hand signals for rotations, written instruction cards at each station, assign hearing buddy for support
physical disability
- Modify activities for wheelchair users (racket balance while moving, seated agility movements), adjust distances, provide alternative equipment
Cross-Curricular Links
English
Vocabulary development (agility, coordination, fundamental), following instructions, explaining techniques to others
Maths
Counting attempts at each station, measuring distances, timing activities, comparing personal bests
Science
Understanding how muscles work during different movements, heart rate changes during exercise, balance and gravity
Geography
Spatial awareness and direction changes, understanding pathways and routes around stations
PSHE
Teamwork and cooperation, building confidence, resilience when facing challenges, supporting others
Teacher Guidance
Positioning
Circulate between stations during carousel, position centrally during explanations and cool-down
Observation Focus
Monitor technique application, safety compliance, teamwork and encouragement, signs of fatigue
Intervention Points
Step in if safety is compromised, provide individual technique support, mediate group dynamics issues, adjust difficulty if students struggling
Demonstration Notes
Use student volunteers to demonstrate good technique, exaggerate key movements for visibility, show common mistakes to avoid, model positive encouragement language
Verbal Cues
- •'Bend those knees like springs!'
- •'Quick light feet for agility!'
- •'Well done for encouraging your teammate!'
- •'Keep the ball in the middle of your racket!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area, minimum 20m x 15m for 5 stations plus movement space
Surface Check
Non-slip surface, free from water, debris or obstacles
Equipment Safety
Safety Checks
- •Check hurdles are stable and appropriate height (ankle to knee high)
- •Ensure tennis rackets have no broken strings or rough edges
- •Verify skipping ropes are untangled and appropriate length
- •Test cones are weighted and won't blow over
- •Check tennis balls are properly inflated and not split
Risk Management
Key Risks
- •Collisions between students during station rotations
- •Trips or falls over hurdles or equipment
- •Tennis balls rolling underfoot creating slip hazards
- •Fatigue leading to poor technique and potential injury
- •Skipping ropes catching students or equipment
Risk Mitigation
- •Clear boundaries and pathways between stations
- •Supervised rotation system with stop signals
- •Hurdles at appropriate height with clear approach area
- •Tennis balls confined to designated station area
- •Regular rest periods and technique reminders
- •Proper warm-up and cool-down procedures
Supervision & Emergency Procedures
Supervision Points
- •Position to see multiple stations simultaneously
- •Circulate regularly to monitor technique and safety
- •Be particularly vigilant during transition periods
- •Watch for signs of fatigue or frustration
- •Ensure students follow equipment safety rules
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, send for additional help if needed, keep other students calm and occupied