Lesson 3 - Agility & Coordination
Movement Mastery Adventures
•Year 2
•Athletics
•Start Planning Better PE Lessons
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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
Various arrangements: scattered for warm-up, squares for agility work
Alternative: Bean bags, hoops, or markers
For timing challenges and activities
Alternative: Phone timer or class timer
Key Vocabulary
The ability to change direction quickly and smoothly while maintaining control
Using different parts of your body together smoothly and efficiently
Keeping your body steady and controlled during movement
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
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