🎓

Lesson 3 - Spatial Awareness Skills

Object Control Basics

•

Year 1

•

Fundamental Movement Skills

•

45 min

Big Question

How can we move safely around others while controlling objects with our hands?

Learning Objectives

To develop increasing control over objects using hands
To demonstrate spatial awareness when moving around others
To control emotions during competitive activities

Key Outcomes

Students will show improved object manipulation skills
Students will move safely around others without collisions
Students will demonstrate emotional regulation during games

Equipment & Resources Required

Tag Belts

60 (2 per student)

Pre-distributed around hall perimeter for easy access

Alternative: Coloured ribbons, scarves, or strips of fabric

Coloured Cones

30 (6 sets of 5 different colours)

One colour per team at start, matching colours 20m away

Alternative: Coloured beanbags, hoops, or markers

Elastic Bands

55 large elastic bands

Placed in central hoop for elastic band station

Alternative: Hair ties, rubber rings, stretchy loops

Beakers

10-15 plastic beakers

One per pair at elastic band station

Alternative: Small bowls, containers, or plastic cups

Marshmallows

100-150 mini marshmallows

Placed in central hoop for marshmallow station

Alternative: Foam balls, pompoms, or soft cubes

Plastic Cones

15 child-safe plastic forks

One per pair at marshmallow station

Alternative: Tweezers, tongs, or spoons

Building Blocks

80-100 wooden blocks

Central pile 20m from Jenga station

Alternative: Large Lego blocks, foam blocks, or cardboard boxes

Pegs

15 large plastic pegs

One per pair for block collection

Alternative: Child-safe tweezers, salad tongs, or clip pegs

Hoops

3 large hoops

Central equipment storage for rotation stations

Alternative: Marked circles, ropes arranged in circles

Key Vocabulary

Control

Being able to manage and direct an object precisely

Spatial awareness

Understanding where you are in relation to others and objects

Negotiate

To move through or around obstacles successfully

Tension

Tightness or stretch in muscles or materials

Skill Progression Pathway

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

Prior Learning

Basic locomotion skills (walking, running)
Simple object handling (picking up, holding)
Understanding of personal space

Current Skills

Object control with hands
Spatial awareness during movement
Emotional regulation in games

Next Steps

More complex object manipulation tasks
Team-based spatial awareness challenges
Advanced tagging games with strategy

Milestone Indicators

Consistent object control without dropping

Fluid movement around obstacles and peers

Positive response to game outcomes

Key Teaching Points

Emphasise spatial awareness constantly - 'heads up, look around'
Model positive emotional responses to success and failure
Provide specific, descriptive feedback rather than general praise
Ensure all students experience success at their level
Use demonstration and visual cues to support verbal instructions
Maintain high expectations while providing appropriate support
Connect activities to real-world applications of object control

Common Misconceptions

Thinking that faster always means better - emphasise control over speed
Believing competition means being unkind to others - teach positive competition
Assuming object control is only about strength - highlight precision and finesse
Thinking mistakes mean failure - frame errors as learning opportunities

SEN Adaptations

ADHD

Provide frequent movement breaks, clear boundaries, immediate positive feedback for attention

dyspraxia

Break activities into smaller steps, provide extra demonstration, allow more practice time

autism spectrum

Provide clear structure and routine, use visual schedules, offer quiet space if overwhelmed

visual impairment

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

hearing impairment

Use visual signals alongside verbal instructions, demonstrate all activities clearly, use hand signals

physical disability

Provide adapted equipment (larger handles, lighter objects), modify distances, allow wheelchair access

Cross-Curricular Links

English

Following verbal instructions, vocabulary development, expressing feelings and opinions

Maths

Counting objects collected, measuring distances, recognising and sorting colours

Science

Forces and movement, properties of materials (elastic, rigid), cause and effect

PSHE

Cooperation and teamwork, managing emotions, celebrating diversity of achievement

Teacher Guidance

Positioning

Central position during explanations, circulate during activities, corner positions for station overviews

Observation Focus

Watch for object control development, spatial awareness, emotional regulation, cooperation skills

Intervention Points

Step in for safety concerns, provide encouragement for frustrated students, redirect inappropriate behaviour

Demonstration Notes

Always demonstrate activities clearly, use exaggerated movements for visibility, involve students in demonstrations

Verbal Cues

•'Heads up while moving!'
•'Gentle hands with equipment!'
•'Find your space!'
•'Well done for trying!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, additional areas for rotation stations

Surface Check

Non-slip surface essential, check for wet areas or obstacles

Equipment Safety

Safety Checks

•Check elastic bands for tears or excessive wear
•Ensure plastic forks have no sharp edges
•Verify building blocks are large enough to prevent choking
•Check tag belts are secure but not too tight

Risk Management

Key Risks

•Collisions during running activities
•Elastic band snapping back
•Small objects creating choking hazards
•Slips during quick direction changes

Risk Mitigation

•Clear boundaries and pathways established
•Demonstrate safe equipment use before activities
•Constant supervision during station rotations
•Immediate stop signals when needed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three stations during rotation
•Monitor emotional responses during competitive elements
•Watch for fatigue during sustained activities

Emergency Procedures

Stop activity immediately, assess situation, apply basic first aid if needed, contact office for serious incidents