Lesson 3 - Spatial Awareness Skills
Object Control Basics
•Year 1
•Fundamental Movement Skills
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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
Pre-distributed around hall perimeter for easy access
Alternative: Coloured ribbons, scarves, or strips of fabric
One colour per team at start, matching colours 20m away
Alternative: Coloured beanbags, hoops, or markers
Placed in central hoop for elastic band station
Alternative: Hair ties, rubber rings, stretchy loops
One per pair at elastic band station
Alternative: Small bowls, containers, or plastic cups
Placed in central hoop for marshmallow station
Alternative: Foam balls, pompoms, or soft cubes
One per pair at marshmallow station
Alternative: Tweezers, tongs, or spoons
Central pile 20m from Jenga station
Alternative: Large Lego blocks, foam blocks, or cardboard boxes
One per pair for block collection
Alternative: Child-safe tweezers, salad tongs, or clip pegs
Central equipment storage for rotation stations
Alternative: Marked circles, ropes arranged in circles
Key Vocabulary
Being able to manage and direct an object precisely
Understanding where you are in relation to others and objects
To move through or around obstacles successfully
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
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