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Lesson 2 - Object Control Skills

Object Control Basics

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

How can we move safely in space whilst controlling objects with precision?

Learning Objectives

Develop object control skills using various tools and implements
Demonstrate spatial awareness by finding and maintaining good spaces
Practice turn-taking and equipment sharing in group activities

Key Outcomes

Students will be able to pick up, carry and put down objects with increasing control
Students will demonstrate understanding of good spatial positioning
Students will show improved fine motor control when manipulating objects with tools

Equipment & Resources Required

Balls

30-40

Placed in central circle for retrieval activities

Alternative: Soft balls, stress balls

Pegs

15-20

One per team, checked for safety and functionality

Alternative: Tweezers, tongs

Elastic Bands

50-60

Various sizes, checked for integrity

Alternative: Hair ties, small resistance bands

Small Beakers

Stable base, appropriate size for elastic bands

Alternative: Small bowls, containers

Marshmallows

100

Check for allergies, use alternatives if needed

Alternative: Foam cubes, cotton balls

Plastic Cones

Blunt tips for safety, check condition

Alternative: Wooden craft sticks with points

Yoga Blocks

100-120 pieces

Uniform size for fair building challenges

Alternative: Building blocks, wooden blocks

Hoops

6-8

Various stations and central collection point

Alternative: Chalk circles, rope circles

Cones

Define boundaries and station markers

Alternative: Markers, spots

Key Vocabulary

Good space

An area away from other people, equipment, and walls where you can move safely

Object control

Using your body or tools to move objects precisely where you want them

Implement

A tool like a peg, fork, or stick used to help control objects

Tension

The tightness or stretch in materials like elastic bands

Precision

Being very accurate and careful with movements

Skill Progression Pathway

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

Prior Learning

Basic running and stopping skills
Understanding of personal space
Simple object manipulation with hands

Current Skills

Object control using implements
Spatial awareness under time pressure
Coordinated running and carrying

Next Steps

Complex object manipulation tasks
Team coordination activities
Throwing and catching skills

Milestone Indicators

Consistent tool use for object control

Quick spatial decision-making

Sustained concentration during challenges

Key Teaching Points

Object control develops through practice with various implements
Good spaces are essential for safety and effective movement
Cooperation enhances learning and makes activities more enjoyable
Progress should be measured against personal starting points
Fine motor skills transfer to many life activities
Spatial awareness is crucial for safe movement in all contexts
Turn-taking and sharing are fundamental PE values

Common Misconceptions

That using tools is 'cheating' - explain tools extend our capabilities
That speed is more important than control - emphasise precision first
That competition means not helping others - promote collaborative success
That good spaces are just about being far apart - include safety from obstacles
That some children 'can't do' fine motor tasks - all can improve with practice

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries marked, regular movement breaks incorporated

dyspraxia

Larger equipment for easier manipulation, simplified movements, extra practice time allowed

autism spectrum

Clear visual schedule of activities, quiet space available if overwhelmed, consistent routines maintained

visual impairment

Use brightly coloured equipment, provide verbal descriptions of good spaces, pair with sighted buddy

hearing impairment

Use visual signals for commands, demonstrate all movements clearly, written instruction cards available

physical disability

Adapted implements for different grips, seated versions of activities, modified distances

Cross-Curricular Links

Maths

Counting collected objects, measuring distances for station setup, understanding time sequences and countdowns

Science

Forces and tension in elastic bands, understanding body responses to exercise, properties of materials

Geography

Spatial awareness, directions and positioning, understanding of boundaries and areas

PSHE

Teamwork and cooperation, perseverance when facing challenges, celebrating others' achievements

Teacher Guidance

Positioning

Move actively between stations during rotations, position for maximum visibility during whole-group activities

Observation Focus

Monitor object control technique development, spatial awareness progression, and cooperative behaviour

Intervention Points

Step in when safety concerns arise, provide technique support when children struggle, manage frustration or competitive behaviour

Demonstration Notes

Show all implement techniques clearly before activities, model good spatial decisions, demonstrate cooperation expectations

Verbal Cues

•'Gentle control - like handling something precious!'
•'Find your space - safe and ready!'
•'Team power - work together!'
•'Precise movements - show your skill!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Non-slip surface, clear of obstacles, appropriate for running and quick direction changes

Equipment Safety

Safety Checks

•Check pegs for sharp edges and proper closing mechanism
•Verify forks are blunt-tipped and child-safe
•Test elastic bands for integrity - no perished or torn bands
•Ensure bean bags are securely sealed
•Check building blocks for splinters or damage

Risk Management

Key Risks

•Collisions during running activities
•Misuse of pegs or forks as weapons
•Slips when carrying objects
•Allergic reactions to marshmallows
•Eye injuries from elastic bands

Risk Mitigation

•Clear boundaries and running lanes established
•Constant supervision of implement use
•Alternative materials for children with allergies
•Safety briefing on proper tool usage
•Adequate spacing between stations

Supervision & Emergency Procedures

Supervision Points

•Position to observe all three stations during rotations
•Monitor implement use continuously
•Watch for signs of fatigue or frustration
•Ensure safe transitions between activities

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school medical support if needed