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Lesson 1 - Running and Object Control

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 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

Balls

Placed in central circle for retrieval activities

Alternative: Small balls, soft toys

Pegs

One per team of 2-3 students

Alternative: Tweezers, tongs

Hoops

Central collection area and target zones

Alternative: Marked circles on floor

Plastic Beakers

One per pair for collection activities

Alternative: Small bowls, containers

Elastic Bands

Large size suitable for carrying with hands

Alternative: Hair bands, rubber rings

Plastic Cones

For marshmallow picking activity

Alternative: Cocktail sticks, skewers (safe ends)

Marshmallows

Ensure allergen-free alternatives available

Alternative: Foam shapes, ping pong balls

Building Blocks

120 pieces

Sufficient for all pairs to build towers

Alternative: Large LEGO blocks, wooden blocks

Key Vocabulary

Spatial awareness

Understanding where you are in relation to others and objects around you

Control

Being able to manage your movements carefully and precisely

Manipulation

Using your hands and tools to move and control objects

Heart rate

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

Maintains balance whilst changing direction

Uses tools to pick up objects successfully

Recognises breathing and heart rate changes

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