Lesson 5 - Control in Carrying Tasks
Object Control Basics
•Year 1
•Fundamental Movement Skills
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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
Place in hoops 20m from starting positions
Alternative: Hair ties, rubber bands
Place by students' feet at starting line
Alternative: Plastic bottles, small containers
Starting cones at team positions, collection cones 20m away
Alternative: Coloured bean bags, blocks
Tie large knot in one end, place by students' feet
Alternative: Shoelaces, ribbon
Place in hoops 20m from starting positions
Alternative: Macaroni pasta, large beads
Distribute at start of egg and spoon activity
Alternative: Large serving spoons, wooden spoons
Keep extras available for replacements
Alternative: Golf balls, bean bags
Place in hoops 20m from starting positions
Alternative: Large buttons, curtain rings
Position around activity areas for equipment
Alternative: Buckets, containers
Key Vocabulary
Moving your body or objects carefully and with purpose
Putting one object through another, like thread through a needle
Keeping something steady and not letting it fall
Working together and helping each other
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
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