Lesson 1 - Running and Object Control
Object Control Basics
•Year 1
•Fundamental Movement Skills
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How can we move skilfully whilst controlling objects at the same time?
Learning Objectives
- Develop running skills with increasing control and spatial awareness
- Practice object manipulation using different tools and implements
- Understand how physical activity affects our bodies
Key Outcomes
- Students will run with greater control and awareness of others
- Students will successfully pick up and carry objects using tools
- Students will recognise physical changes in their bodies during exercise
Equipment & Resources Required
Placed in central circle for retrieval activities
Alternative: Small balls, soft toys
One per team of 2-3 students
Alternative: Tweezers, tongs
Central collection area and target zones
Alternative: Marked circles on floor
One per pair for collection activities
Alternative: Small bowls, containers
Large size suitable for carrying with hands
Alternative: Hair bands, rubber rings
For marshmallow picking activity
Alternative: Cocktail sticks, skewers (safe ends)
Ensure allergen-free alternatives available
Alternative: Foam shapes, ping pong balls
Sufficient for all pairs to build towers
Alternative: Large LEGO blocks, wooden blocks
Key Vocabulary
Understanding where you are in relation to others and objects around you
Being able to manage your movements carefully and precisely
Using your hands and tools to move and control objects
How fast your heart beats, which increases during exercise
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running movement
- Understanding of personal space
- Simple object handling
Current Skills
- Controlled running with direction changes
- Tool-based object manipulation
- Body awareness during activity
Next Steps
- Running whilst carrying objects
- Fine motor precision tasks
- Understanding exercise benefits
Milestone Indicators
Key Teaching Points
- Spatial awareness is crucial for safety and skill development
- Tool control requires practice and patience
- Running with objects requires increased concentration
- Teamwork makes challenging tasks more achievable
- Recognition should balance effort and achievement
- Physical activity causes observable body changes
- Different challenges suit different students' strengths
Common Misconceptions
- Faster movement is always better - teach controlled movement
- Tools should be gripped very tightly - demonstrate relaxed but secure grip
- Competition means only winning matters - emphasise effort and improvement
- Difficult tasks should be avoided - encourage persistence and growth mindset
- Physical activity is just for fitness - highlight skill, social and cognitive benefits
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear boundaries, immediate positive feedback system
dyspraxia
- Larger tools and objects, extra practice time, break complex movements into smaller steps
autism spectrum
- Clear visual schedule of activities, quiet spaces available, consistent routines and clear transitions
visual impairment
- Use brightly coloured equipment, verbal descriptions of movements, tactile exploration of tools before use
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, buddy system for instruction relay
physical disability
- Modify tools for easier grip, provide seated alternatives, adjust distances and heights as needed
Cross-Curricular Links
Maths
Counting objects in collections, timing challenges, measuring distances
Science
Exploring forces when using tools, observing body changes during exercise
Geography
Spatial awareness, directions, using positional language
PSHE
Teamwork skills, perseverance with challenges, celebrating achievements
Teacher Guidance
Positioning
Move between stations during challenges, central position for whole group instructions
Observation Focus
Watch for control development, tool usage, cooperation, and spatial awareness
Intervention Points
Step in if unsafe movement, provide tool technique support, facilitate teamwork
Demonstration Notes
Always demonstrate new skills slowly, repeat demonstrations, use students as positive examples when appropriate
Verbal Cues
- •'Eyes up while running!'
- •'Gentle squeeze on the peg!'
- •'Find a new space!'
- •'Work together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor area minimum 20m x 15m, clear of obstacles
Surface Check
Non-slip surface, free from hazards, suitable for running activities
Equipment Safety
Safety Checks
- •Check pegs are suitable size and not sharp
- •Ensure elastic bands are appropriate size and not too tight
- •Confirm marshmallows/alternatives are allergen-free
- •Check building blocks have no sharp edges or small parts
Risk Management
Key Risks
- •Collisions during running activities
- •Slips from dropped objects
- •Pinching from pegs or elastic bands
- •Allergic reactions to food items
Risk Mitigation
- •Clear boundaries and spacing rules established
- •Progressive skill building from simple to complex
- •Constant supervision during tool use
- •Allergy check before food-related activities
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three stations
- •Monitor tool usage closely
- •Watch for fatigue during extended activities
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, follow school emergency protocols