Lesson 2 - Object Control Skills
Object Control Basics
•Year 1
•Fundamental Movement Skills
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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
Placed in central circle for retrieval activities
Alternative: Soft balls, stress balls
One per team, checked for safety and functionality
Alternative: Tweezers, tongs
Various sizes, checked for integrity
Alternative: Hair ties, small resistance bands
Stable base, appropriate size for elastic bands
Alternative: Small bowls, containers
Check for allergies, use alternatives if needed
Alternative: Foam cubes, cotton balls
Blunt tips for safety, check condition
Alternative: Wooden craft sticks with points
Uniform size for fair building challenges
Alternative: Building blocks, wooden blocks
Various stations and central collection point
Alternative: Chalk circles, rope circles
Define boundaries and station markers
Alternative: Markers, spots
Key Vocabulary
An area away from other people, equipment, and walls where you can move safely
Using your body or tools to move objects precisely where you want them
A tool like a peg, fork, or stick used to help control objects
The tightness or stretch in materials like elastic bands
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
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