Lesson 1 - Reaction and Agility Development
Building Confidence in Motion
•Year 2
•Athletics
•Start Planning Better PE Lessons
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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
Ensure colours are bright and clearly distinguishable
Alternative: Coloured bean bags, coloured hoops, tennis ball cans with coloured tape
For accurate spacing of cones and boundaries
Alternative: Metre rulers, pre-measured rope
For timing sustained activities
Alternative: Smartphone timer app, countdown timer
For recording group scores and instructions
Alternative: Large paper sheets, ground markings with chalk
Key Vocabulary
Athletic stance with knees bent, weight on balls of feet, arms balanced
How quickly you can respond to a signal or command
Moving quickly and easily in different directions while staying in control
Moving sideways from left to right or right to left
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
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