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Lesson 3 - Agility & Coordination

Movement Mastery Adventures

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Year 2

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Athletics

•

45 min

Big Question

How can we move quickly and change direction like a football player avoiding tackles?

Learning Objectives

To develop agility through controlled direction changes
To improve coordination by synchronising arm and leg movements
To demonstrate spatial awareness during dynamic movement activities

Key Outcomes

Students will move with improved balance when running and changing direction
Students will show coordinated arm and leg movement patterns
Students will demonstrate safe movement in shared spaces

Equipment & Resources Required

Cones

Various arrangements: scattered for warm-up, squares for agility work

Alternative: Bean bags, hoops, or markers

Stopwatch

For timing challenges and activities

Alternative: Phone timer or class timer

Key Vocabulary

Agility

The ability to change direction quickly and smoothly while maintaining control

Coordination

Using different parts of your body together smoothly and efficiently

Balance

Keeping your body steady and controlled during movement

Spatial awareness

Understanding where you are in relation to others and objects around you

Skill Progression Pathway

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

Prior Learning

Basic running and jogging skills
Simple spatial awareness in PE activities
Following basic movement instructions

Current Skills

Controlled direction changes
Coordinated arm and leg movement
Quick reactions and decision making

Next Steps

Complex agility sequences
Sport-specific movement patterns
Team-based agility challenges

Milestone Indicators

Maintains balance throughout direction changes

Shows natural arm-leg coordination

Demonstrates improved reaction times

Key Teaching Points

Drop your centre of gravity by bending your knees when changing direction
Plant your outside foot firmly and push off powerfully for quick direction changes
Keep your head up and eyes forward for spatial awareness and balance
Coordinate opposite arm and leg movements for natural running rhythm
Control your speed to maintain balance and technique throughout activities
Use small steps when approaching cones to prepare for direction changes
Practice makes perfect - focus on technique before worrying about speed

Common Misconceptions

Faster is always better - correct by emphasising control over speed
Only legs matter for agility - show importance of arm movement and body position
Direction changes should be wide - demonstrate tight, efficient turns
Looking down helps with footwork - emphasise importance of head up for safety
Same technique works for all situations - adapt footwork for different agility challenges

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use visual and verbal cues together

dyspraxia

Use larger equipment, reduce complexity of movement sequences, provide extra practice time and demonstration

autism spectrum

Provide clear visual schedule of activities, offer quiet break space if needed, use consistent language and routines

visual impairment

Use brightly coloured cones, provide verbal descriptions of activities, assign sighted partner for guidance

hearing impairment

Use visual demonstrations and hand signals, provide written instructions on cards, ensure face-to-face communication

physical disability

Modify activities for wheelchair users with cone touching rather than jumping, adjust square sizes, provide seated alternatives

Cross-Curricular Links

Maths

Counting touches in timed challenges, measuring 4-metre squares, timing activities and comparing results

Science

Understanding forces and motion in direction changes, exploring balance and centre of gravity, discussing muscle coordination

Geography

Spatial awareness and navigation skills, understanding directions (left, right, forwards, backwards)

PSHE

Cooperation in group activities, fair play and honesty in competitive games, encouraging others and building confidence

Teacher Guidance

Positioning

Move around the teaching area to observe all students, position at corners for maximum visibility during group work

Observation Focus

Watch for proper technique during direction changes, monitor safe movement in shared spaces, note individual progress and confidence

Intervention Points

Step in if students struggling with technique, unsafe behaviour observed, or competitive activities becoming too intense

Demonstration Notes

Use exaggerated movements to show technique clearly, demonstrate both correct and incorrect examples, involve confident students in demonstrations

Verbal Cues

•'Bend those knees!'
•'Plant and push off!'
•'Keep your head up!'
•'Control your speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, preferably indoor hall or outdoor hard surface

Surface Check

Even, dry surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check cones are stable and in good condition
•Ensure cones are placed securely to prevent slipping
•Remove any damaged or cracked cones

Risk Management

Key Risks

•Collisions during dynamic movement
•Slips during direction changes
•Overexertion in competitive activities

Risk Mitigation

•Clear boundaries and adequate spacing established
•Progressive skill building before high-intensity activities
•Emphasis on controlled movement over speed
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously
•Monitor high-activity areas like catch games
•Watch for fatigue and adjust intensity accordingly

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, seek additional support if needed