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Lesson 5 - Control in Carrying Tasks

Object Control Basics

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Year 1

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Fundamental Movement Skills

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1h 1min

Big Question

How can I use my hands and body to pick up, carry and thread objects with control and precision?

Learning Objectives

Develop fine motor control through picking up and carrying objects
Practice hand-eye coordination through threading activities
Learn to take turns and share equipment cooperatively

Key Outcomes

Students will demonstrate improved control when picking up and carrying objects
Students will show better hand-eye coordination in threading tasks
Students will work cooperatively, taking turns and encouraging teammates

Equipment & Resources Required

Elastic Bands

55 per group

Place in hoops 20m from starting positions

Alternative: Hair ties, rubber bands

Small Beakers

1 per pair (15)

Place by students' feet at starting line

Alternative: Plastic bottles, small containers

Coloured Cones

5 sets of 5 different colours (25 total)

Starting cones at team positions, collection cones 20m away

Alternative: Coloured bean bags, blocks

Curtain Rings with Attached Strings

1 long piece per pair (15)

Tie large knot in one end, place by students' feet

Alternative: Shoelaces, ribbon

Straws

100+ cut to 6cm lengths

Place in hoops 20m from starting positions

Alternative: Macaroni pasta, large beads

Plastic Cones

1 per pair (15)

Distribute at start of egg and spoon activity

Alternative: Large serving spoons, wooden spoons

Game Balls

1 per pair (15)

Keep extras available for replacements

Alternative: Golf balls, bean bags

Large Bolts

50+ suitable for threading

Place in hoops 20m from starting positions

Alternative: Large buttons, curtain rings

Hoops

6-8 for equipment storage

Position around activity areas for equipment

Alternative: Buckets, containers

Key Vocabulary

Control

Moving your body or objects carefully and with purpose

Threading

Putting one object through another, like thread through a needle

Balance

Keeping something steady and not letting it fall

Cooperation

Working together and helping each other

Precision

Being very careful and accurate with your movements

Skill Progression Pathway

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

Prior Learning

Basic running and jumping movements
Simple object manipulation
Following basic instructions

Current Skills

Controlled picking up and carrying
Hand-eye coordination for threading
Cooperative turn-taking

Next Steps

More complex manipulation tasks
Competitive relay activities
Advanced cooperative challenges

Milestone Indicators

Consistent control when carrying objects

Successful threading with minimal drops

Positive team interactions

Key Teaching Points

Hand control and precision are skills that improve with practice
Cooperation and encouragement are as important as individual skill
Different people find different activities challenging - celebrate all progress
Threading and manipulation skills connect to many real-life activities
Taking turns and sharing equipment builds community
Persistence with challenges leads to improvement
Good technique is more important than speed

Common Misconceptions

Faster is always better - emphasise control over speed
Only perfect attempts count - celebrate improvement and effort
Competition means not helping others - promote supportive competition
Dropping objects means failure - teach recovery and persistence
Fine motor skills can't be improved - show progress is always possible

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular movement opportunities

dyspraxia

Larger equipment, simplified instructions, extra practice time for new skills

autism spectrum

Clear visual schedules, consistent routines, quiet spaces available when needed

visual impairment

Larger, brightly coloured equipment, clear verbal descriptions, buddy system for guidance

hearing impairment

Visual demonstrations, clear gestures, written instruction cards available

physical disability

Adapted equipment sizes, seated options for some activities, modified distances

Cross-Curricular Links

English

Following complex instructions, using descriptive vocabulary for movements

Maths

Counting objects collected, measuring distances for activities, understanding more/less concepts

Science

Forces and motion when carrying objects, properties of materials being threaded

PSHE

Cooperation and turn-taking, encouraging others, perseverance with challenges

Teacher Guidance

Positioning

Central position with clear view of all groups, move between activities to provide support

Observation Focus

Hand control technique, cooperation quality, inclusive behaviour, engagement levels

Intervention Points

Support struggling learners with technique, mediate conflicts, provide equipment assistance

Demonstration Notes

Always demonstrate techniques slowly first, then at normal speed. Use exaggerated movements for visibility. Celebrate different types of success.

Verbal Cues

•'Steady hands, take your time'
•'Great cooperation - keep encouraging!'
•'Show me your careful control'
•'Help your partner succeed'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 15m for running activities

Surface Check

Even, non-slip surface clear of obstacles and hazards

Equipment Safety

Safety Checks

•Check elastic bands for wear and appropriate size
•Ensure bolts have no sharp edges
•Verify threading materials are appropriate length
•Check ping pong balls for cracks

Risk Management

Key Risks

•Collisions during running activities
•Tripping over scattered equipment
•Eye injuries from elastic bands
•Frustration with fine motor challenges

Risk Mitigation

•Clear running lanes and direction indicators
•Immediate collection of dropped equipment
•Demonstration of safe elastic band handling
•Positive encouragement for all skill levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all activity areas
•Monitor equipment collection areas for crowding
•Watch for signs of frustration with fine motor tasks
•Ensure inclusive participation

Emergency Procedures

Standard first aid available, clear procedures for equipment-related injuries, calm management of emotional frustration

Lesson 5 - Control in Carrying Tasks

How can I use my hands and body to pick up, carry and thread objects with control and precision?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

English

Maths

Science

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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