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Lesson 1 - Reaction and Agility Development

Building Confidence in Motion

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Year 2

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Athletics

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Big Question

How can we train our bodies to react quickly and move with control in different directions?

Learning Objectives

Develop quick reaction times through multi-directional movement challenges
Demonstrate agility, balance and coordination in various athletic activities
Sustain performance over extended periods while maintaining quality movement

Key Outcomes

Students will show improved reaction times in response to visual and auditory cues
Students will move efficiently in multiple directions with controlled, quality movements
Students will maintain focus and performance standards throughout extended activity periods

Equipment & Resources Required

Coloured Cones

40 (10 each of Red, White, Yellow, Blue)

Ensure colours are bright and clearly distinguishable

Alternative: Coloured bean bags, coloured hoops, tennis ball cans with coloured tape

Measuring Tapes

For accurate spacing of cones and boundaries

Alternative: Metre rulers, pre-measured rope

Stopwatch

For timing sustained activities

Alternative: Smartphone timer app, countdown timer

Whiteboards

For recording group scores and instructions

Alternative: Large paper sheets, ground markings with chalk

Key Vocabulary

Ready Position

Athletic stance with knees bent, weight on balls of feet, arms balanced

Reaction Time

How quickly you can respond to a signal or command

Agility

Moving quickly and easily in different directions while staying in control

Lateral Movement

Moving sideways from left to right or right to left

Sustained Performance

Keeping the same quality of movement even when tired

Skill Progression Pathway

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

Prior Learning

Basic running and stopping on command
Understanding of left/right directions
Simple colour recognition and following instructions

Current Skills

Quick reaction to visual and auditory stimuli
Multi-directional movement with control
Sustained performance over time

Next Steps

Complex agility patterns and combinations
Competitive reaction games with strategy
Advanced footwork patterns for sports

Milestone Indicators

Consistent ready position without reminders

Smooth transitions between different movement directions

Maintained technique quality when fatigued

Key Teaching Points

Ready position is foundation for all quick movement - emphasise bent knees and balanced posture
Quality of movement is more important than speed - build technique before intensity
Sustained performance requires pacing - teach students to monitor their own effort levels
Reactions improve with practice - celebrate progress not just natural ability
Different movement methods suit different situations - encourage experimentation
Teamwork and sportsmanship are as important as physical skills
Self-assessment builds independence and understanding of personal progress

Common Misconceptions

Faster is always better - emphasise control and technique over pure speed
Ready position means standing still - show how it prepares for explosive movement
Only naturally quick students can have good reactions - demonstrate improvement through practice
Athletics is only about running - show variety of movement patterns and skills
Competition means being aggressive - teach positive competition and sportsmanship

SEN Adaptations

ADHD

Use short activity bursts, provide clear boundaries, give specific roles and responsibilities

dyspraxia

Break down ready position into smaller steps, allow extra practice time, use simplified command sequences

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet space available if needed

visual impairment

Use contrasting coloured cones, provide verbal descriptions of ready position, assign sighted buddy for games

hearing impairment

Use visual signals alongside verbal commands, ensure student can see teacher clearly, use written instruction cards

physical disability

Modify ready position for wheelchairs, adapt distances and speeds, provide alternative movement options

Cross-Curricular Links

Maths

Counting sequences, number patterns, spatial relationships, measuring distances

Science

Forces and motion, reaction times, body systems, energy and movement

Geography

Directions (North, South, East, West), spatial awareness, mapping movement patterns

PSHE

Teamwork, perseverance, self-assessment, celebrating others' achievements

Teacher Guidance

Positioning

Move around perimeter to observe all students, position centrally during demonstrations

Observation Focus

Watch for correct ready position, reaction times, sustained performance quality, and signs of fatigue

Intervention Points

Step in if students show unsafe movement, appear overly tired, or are not following instructions correctly

Demonstration Notes

Use exaggerated movements to show ready position. Demonstrate both correct and incorrect techniques for comparison. Show how fatigue affects performance.

Verbal Cues

•'Knees bent, ready position!'
•'Quick feet, quiet landings!'
•'Stay in control, even when tired!'
•'Show me that athletic ready position!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear space with additional playground area for partner tag

Surface Check

Level, dry surface free from stones, holes, or wet patches

Equipment Safety

Safety Checks

•Check all cones are stable and have no sharp edges
•Ensure cones are bright colours and easily visible
•Verify measuring equipment is accurate and safe to use

Risk Management

Key Risks

•Collisions during multi-directional movement
•Overexertion during sustained activities
•Trips and falls during quick direction changes

Risk Mitigation

•Establish clear boundaries and personal space rules
•Emphasise controlled movement over pure speed
•Build intensity gradually throughout lesson
•Provide regular hydration opportunities

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during reaction activities
•Move around during games to monitor different groups
•Watch for signs of fatigue and adjust accordingly

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if needed