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Lesson 8 - Applying Movement Skills

Confident Movers Mastery

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

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

Cones

Distributed across all 5 stations - various distances and formations

Alternative: Markers, bean bags, hoops

Hurdles

8 (4 per station)

4 hurdles in line for each hurdle station, adjustable height for differentiation

Alternative: Low cones, rope on ground, chalk lines

Ropes

4 (individual length)

Individual ropes suitable for Year 1 height, check for tangles

Alternative: Hoops for jumping through, imaginary ropes

Tennis Balls

1 ball per balance station, bean bags for differentiation

Alternative: Bean bags, soft play balls, foam balls

Tennis Rackets

2 (child-sized)

Lightweight rackets appropriate for small hands

Alternative: Large spoons, paddles, plastic bats

Balls

6-8

For differentiation - easier to balance than tennis balls

Alternative: Soft toys, foam shapes

Stopwatch

2-3

For timing stations and transition management

Alternative: Phone timer, counting aloud

Key Vocabulary

Fundamental movements

Basic movement skills like running, jumping, hopping and balancing that form the foundation for all physical activities

Control

Being able to manage your body movements with purpose and accuracy

Apply

To use your skills in a new or different situation

Agility

The ability to move quickly and change direction efficiently

Coordination

Using different parts of your body together smoothly

Encouragement

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

Student can complete all 5 stations with increasing confidence

Clear improvement in movement control from start to end of lesson

Positive interactions and encouragement given to teammates

Able to articulate what they did well and what they found challenging

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