Lesson 1 - Body Changes in Exercise
Game Skills & Tactics
•Year 1
•Invasion Games
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How does our body change when we exercise and why is this important?
Learning Objectives
- Recognise the reasons why heart rate increases during exercise
- Discuss what makes exercise fun and enjoyable
- Play a range of pulse-raising activities safely
Key Outcomes
- Students will understand basic body changes during exercise
- Students will be able to measure their pulse or breathing rate
- Students will experience different levels of physical activity
Equipment & Resources Required
For 'Sun' players in Ice and Sun game
Alternative: Yellow bibs, yellow bean bags
Tucked into shorts as 'tails' for Foxes' Tails game
Alternative: Tag rugby bands, coloured strips of fabric
Around waists as alternative 'tails'
Alternative: Bibs, coloured bands
For timing pulse and breathing measurements
Alternative: Phone timer, wall clock with second hand
Key Vocabulary
The beating of your heart that you can feel on your wrist
How fast your heart is beating
How many times you breathe in and out
Physical activity that makes your body work harder
When your body is calm and not working hard
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding that exercise makes us feel different
- Ability to follow simple instructions and move safely
- Recognition of being tired or out of breath
Current Skills
- Finding pulse on wrist with guidance
- Counting heartbeats and breaths
- Comparing feelings before and after exercise
Next Steps
- Understanding different types of exercise effects
- Measuring fitness improvements over time
- Linking exercise to health benefits
Milestone Indicators
Key Teaching Points
- Exercise makes our heart work harder to pump blood to our muscles
- We can measure body changes by checking pulse and breathing rate
- Gentle contact only in all physical activities
- Everyone's body responds differently - celebrate all observations
- Help others learn by sharing discoveries and demonstrating techniques
- Safety comes first - stop immediately when asked
- Our amazing bodies are designed to move and exercise
Common Misconceptions
- Faster heart rate during exercise means something is wrong - explain it's healthy and normal
- Only some children can find their pulse - reassure that breathing rate is equally valid
- Exercise should make you feel unwell - distinguish between healthy exertion and overexertion
- Heart rate increases are scary - frame as exciting evidence of body working properly
- All children should have the same measurements - emphasise individual differences are normal
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks, immediate feedback and praise
dyspraxia
- Extra time for pulse finding, simplified movements, clear step-by-step instructions, additional practice opportunities
autism spectrum
- Clear routine structure, visual schedule showing activity sequence, quiet zone available if overstimulated
visual impairment
- Use verbal descriptions of pulse location, buddy system for activities, ensure safe movement with clear audio cues
hearing impairment
- Visual demonstrations of all techniques, hand signals for start/stop, written instructions or picture cards
physical disability
- Alternative measurements using different body parts, seated versions of activities, modified equipment as needed
Cross-Curricular Links
English
Describing body sensations, following instructions, sharing observations and experiences
Maths
Counting pulse beats, timing activities, comparing numbers before and after exercise
Science
Understanding the human body, heart function, effects of exercise on body systems
PSHE
Understanding our bodies, cooperation, helping others, personal health and wellbeing
Teacher Guidance
Positioning
Move around the space during activities, position at edge during demonstrations for all to see
Observation Focus
Watch for safe movement patterns, cooperation, and understanding of body changes
Intervention Points
Step in if unsafe contact occurs, provide individual help with pulse finding, support children struggling with concepts
Demonstration Notes
Use clear, exaggerated movements for all demonstrations, involve children in showing correct techniques, model safe behaviour consistently
Verbal Cues
- •'Gentle touching only!'
- •'Listen to your body!'
- •'Help your friends!'
- •'Safe spaces, everyone!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area, indoor hall or outdoor playground
Surface Check
Non-slip surface, free from obstacles, checked for hazards before lesson
Equipment Safety
Safety Checks
- •Bibs checked for tears that could cause choking
- •Cones have no sharp edges or cracks
- •Tag rugby bands properly sized and secure
Risk Management
Key Risks
- •Collisions during chasing games
- •Overexertion in young children
- •Unsafe kneeling or sitting positions
- •Rough handling during 'toilet flushing' or tail stealing
Risk Mitigation
- •Clear boundaries established and enforced
- •Demonstration of safe movement patterns
- •Regular breaks for body awareness
- •Emphasis on gentle contact throughout
- •Teacher positioning for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to see all children during active games
- •Monitor for signs of overexertion
- •Intervene immediately if unsafe contact occurs
- •Watch children who struggle with pulse finding
Emergency Procedures
Stop all activity immediately, assess any injuries, provide appropriate first aid, contact school office if needed