Lesson 2 - Tracking Moving Objects
Sending & Receiving Challenges
•Year 1
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use our whole body to track and stop moving objects like skilled athletes?
Learning Objectives
- Use a variety of movements to track balls in different ways
- Chase, stop and control balls and objects using both hands effectively
- Work collaboratively with a partner to complete skill-based challenges
Key Outcomes
- Students will demonstrate tracking skills with improved coordination and timing
- Students will show bilateral stopping using left and right hands appropriately
- Students will work cooperatively in pairs to complete tracking challenges
Equipment & Resources Required
Stored in equipment bag at activity start point
Alternative: Tennis balls, foam balls, or bean bags
Used to create target lines and activity boundaries
Alternative: Playground markers or rope
Alternative equipment for tracking practice
Alternative: Small cushions or soft toys
Key Vocabulary
Following a moving object with your eyes and body
Using both sides of your body - left and right hands
The speed at which something moves
How quickly you respond when you see something happen
Having charge of something and stopping it exactly where you want
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walk, run, jump)
- Simple ball handling skills from Unit 1
- Understanding of personal and general space
Current Skills
- Tracking moving objects with coordinated movement
- Bilateral hand use for stopping objects
- Partner cooperation in skill-based activities
Next Steps
- Tracking objects moving at various speeds and directions
- Intercepting and catching moving objects
- Advanced partner and small group tracking games
Milestone Indicators
Key Teaching Points
- Track alongside the ball, don't chase from behind
- Use the hand closest to where the ball is positioned
- Match your speed to the speed of the ball
- Keep your eyes on the ball throughout the activity
- Work cooperatively with your partner to help each other succeed
- Bend your knees when stopping to pick up balls safely
- Practice with different equipment to develop adaptable skills
Common Misconceptions
- Children think they should always use their dominant hand - teach bilateral skills
- Belief that faster is always better - emphasise control and accuracy
- Assumption that chasing from behind is effective - teach parallel tracking
- Thinking that looking away is acceptable - stress continuous visual contact
- Misconception that ball and bean bag tracking is identical - explore equipment differences
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular movement breaks, specific role assignments
dyspraxia
- Slower ball speeds, larger balls, additional practice time, step-by-step skill breakdown
autism spectrum
- Clear visual schedule, consistent routines, quiet area available, predictable partner pairings
visual impairment
- Use brightly coloured balls, sound-making balls if available, partner guidance system, verbal descriptions of ball position
hearing impairment
- Visual demonstrations and signals, written instruction cards, partner modelling system
physical disability
- Seated tracking from wheelchair, larger/softer balls, shorter distances, alternative stopping methods using arms or equipment
Cross-Curricular Links
English
Following instructions, using descriptive language for movement, listening skills
Maths
Speed and distance concepts, comparing fast and slow, measuring rolling distances
Science
Forces and motion, understanding how objects move, gravity affecting ball bounce
PSHE
Cooperation and teamwork, encouraging others, taking turns fairly
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, central position during demonstrations
Observation Focus
Watch for tracking accuracy, appropriate hand selection, and partner cooperation
Intervention Points
Step in if children struggling with concept, unsafe equipment use, or poor partner cooperation
Demonstration Notes
Use clear, exaggerated movements when demonstrating, involve children in demonstrations where possible
Verbal Cues
- •'Eyes on the ball!'
- •'Stay level with the ball!'
- •'Use the hand closest to the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor playground area, minimum 20m x 15m
Surface Check
Non-slip surface, clear of obstacles and trip hazards
Equipment Safety
Safety Checks
- •Balls appropriate size for age group - tennis ball sized
- •Bean bags in good condition with no loose filling
- •Cones with no sharp edges or cracks
Risk Management
Key Risks
- •Collisions between children during chasing activities
- •Slips and falls on equipment or when changing direction
- •Balls hitting children in face during tracking
Risk Mitigation
- •Clear boundaries established for each pair
- •Adequate spacing between partner groups
- •Controlled rolling speeds to maintain safety
- •Stop command taught and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pairs during activities
- •Monitor spacing and ball speeds
- •Watch for children who may struggle with coordination
Emergency Procedures
Stop all activity immediately, assess any injury, apply appropriate first aid, inform school first aider if needed