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Lesson 1 - Body Changes in Exercise

Game Skills & Tactics

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Year 1

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Invasion Games

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45 min

Big Question

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

Cones

2-4

For 'Sun' players in Ice and Sun game

Alternative: Yellow bibs, yellow bean bags

Coloured Bibs

15-20

Tucked into shorts as 'tails' for Foxes' Tails game

Alternative: Tag rugby bands, coloured strips of fabric

Tag Rugby Equipment

15-20

Around waists as alternative 'tails'

Alternative: Bibs, coloured bands

Stopwatch

For timing pulse and breathing measurements

Alternative: Phone timer, wall clock with second hand

Key Vocabulary

Pulse

The beating of your heart that you can feel on your wrist

Heart Rate

How fast your heart is beating

Breathing Rate

How many times you breathe in and out

Exercise

Physical activity that makes your body work harder

Resting

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

Can find pulse independently

Describes body changes using correct vocabulary

Makes connections between activity level and body response

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